Kiwisports Fundamentals

KIWISPORT
Fundamental Skills
INTRODUCTION
In response to an expressed need by teachers and KiwiSport coaches,
the Hillary Commission is pleased to be able to offer KiwiSport
Fundamental Skills, a manual of activities and games for teachers, parents
and others who want to develop childrens fundamental sports skills in
a fun way.
KiwiSport Fundamental Skills is an early step towards the Hillary
Commission vision of a nation with lifelong interests, skills and attitudes
that lead to active lifestyles. KiwiSport Fundamental Skills gives children
the opportunity to acquire a wide range of fundamental sport skills which
will allow them to participate fully and play games better. This will lead
to a feeling of personal success and satisfaction and establish a sound
base for the time when they are ready to move on to specific
KiwiSports and adult sports.
KiwiSport Fundamental Skills develops skills
through play and games. The activities are
uncomplicated and do not require great
K i w iS p o r t Fundamental Skills
technical knowledge. Most are well known and easy to use. The emphasis is on
maximum participation with children progressing at their own rate.
KiwiSport Fundamental Skills is a resource with a variety of uses. Schools should find
it valuable within the health and physical education component of the curriculum as
a source of activities for sport education and coaching, lunchtime recreation, after
school programmes and motor skill learning. It also has a place at home and in the
community as a comprehensive compendium of activities and games for parents,
coaches and others who are involved in both formal and informal childrens play.
The decision on how and when to use the activities is left to the skill and judgement
of teachers and others associated with childrens learning. It is important however,
to see these fundamental skills as a foundation only, with children moving on to
specific KiwiSports as soon as they are ready.
The KiwiSport Co-ordinator from your regional sports trust
is available to arrange training and assist with making
the best use of this manual.
THE HILLARY COMMISSION KIWISPORT PROGRAMME

KIWISPORT EXPERIENCES
REGIONAL SPORT TRUSTS
NATIONAL SPORTS
ORGANISATIONS
SPORT SPECIFIC
Fundamental
Skills
K iwiS port
Kiwi Outdoors
Kiwi Can
Leadership
Award
KiwiDex
Planning and Evaluatuon
Kiwi Golf
Kiwi Netball
Mini-Hockey
Kiwi Tri
Kiwi GymFun
Kiwi Squash
Run-Jump-Throw
Kiwi Ski
Kiwi Tennis
Kiwi Surf
Kiwi Badminton
Kiwi Indoor Bowls
Mini-Soccer
Mini-Ball
Mini Footy
Kiwi Marching
Kiwi Softball
Kiwi Trampoline
Kiwi Orienteering
Kiwi Cricket
Kiwi Wrestling
Kiwi Rugby
Kiwi Croquet
Walking
Running
Jumping
Balance
Climbing
Landing
Pushing and Pulling
Rotation
Swinging
Ball Control
Kiwi-Volley
Kiwi Table Tennis
Kiwi Judo
Kiwi Touch
Kiwi Cycling
Catching
Passing and Throwing
Striking
Fun
Success
Skills
Variety
Safety
Friends
Challenge
Fair play
Involvement
Self Esteem
Competition
Attitudes
Enjoyment
Activity
Opportunities
DEVELOPMENTAL CONSIDERATIONS
Children are not mini-adults. Their needs and priorities are different and vary from
those of adults. A range of factors determine the needs of groups and individuals.
These include the stage of growth, social development, level of maturation, previous
learning and the capacity for learning. Individuals of the same chronological age
vary greatly and all adults involved in childrens learning should be aware of this.
The children also should be given an understanding of development stages as it helps

them appreciate their own performance. This can have a positive effect on self-esteem
and confidence. To assist in determining the most appropriate activities and approach,
important developmental characteristics during the primary school years are listed
below.
PHYSICAL DEVELOPMENT
JUNIOR SCHOOL
INTERMEDIATE SCHOOL
Endurance increases but may
have fluctuations in energy.
Tires easily, recovers quickly.
Recovers quickly
Mainly large muscle

movement but fine skills
developing.
Co-ordination and body

control improving rapidly.
Vision developing. May have

difficulty focussing on fast
moving objects.
Can follow moving objects

with eyes and often coordinate with hands and feet.
Fine co-ordination
developing rapidly.
Basic motor skills developing

and able to combine them in
simple games.
Basic motor skills becoming

refined. Able to learn more
complex skills.
Great differences in physical

growth.
Rapid growth may lead to
awkwardness and uncoordinated movement.
Vision and hand-eye foot-eye
co-ordination relatively
mature.
Can apply known skills more
effectively in more complex
situations.
SOCIAL DEVELOPMENT
JUNIOR SCHOOL
INTERMEDIATE SCHOOL
Moving from working as an

individual to working with
others.
Works compatibly with

others and beginning to
work co-operatively.
Works co-operatively with

others.
Works best under

supervision.
Starts to take responsibility

for own behaviour.
Greatly influenced by peers,

trends, role models.
Accepts and handles

leadership roles.
Strong need to be accepted

as member of a group.
PSYCHOLOGICAL DEVELOPMENT
JUNIOR SCHOOL
INTERMEDIATE SCHOOL
Inconsistent attention span.
Ability to stay on task longer

and increasing attention span.
Moving from being adventurous to being cautious
Likes to test themself but

often dislikes public failure.
Approval by adults
important.
Approval by peers
important.
Interests can be short term

and quick changing.
Changing interests with

some long term interests
beginning to appear.
Can stay on task and become

absorbed in activity for long
periods.
Desire to test themself with
some appraisal of own
decisions.
Seeks a feeling of belonging
and opportunities to make
own decision
Long term interests becoming
established but still likes to try
new activities.
Imaginative, spontaneous
and creative.
Needs support for creative

activities.
Needs encouragement to be
creative.
LEARNING THROUGH PLAY

The philosophy underlying KiwiSport Fundamental Skills is to
involve children in simple activities and games which allow them
to learn through play.
Care should be taken to ensure that adult values and the desire
for children to acquire skills do not reduce the intended high
playful element of KiwiSport fundamental skill learning.
All people play it is fundamental to life and contributes to

development. Children say I played four square........ Lets
play chasie ........ We played at the beach ...... Do you want to
play?
Adults should facilitate, not dominate skill learning activities

through play.
When children play they determine the real value and meaning
of the experience. Play provides an important means for children
to express, explore and discover many aspects of life relative to
themselves and others.
Organised and informal play can help children progressively
acquire skills and learn to value physical activity.
Activities that promote the freedom of play provide:
friendship.
fun.
achievement.
identity.
fairness.
success.
Play is a natural form of expression and medium for learning.

Given the opportunity it can be a means of developing
fundamental sport skills and at the same time allow children to
learn about co-operation, equity and the meaning of achievement.
The play content of games varies widely between the two
extremes.
LEAST PLAYFUL
MOST PLAYFUL
regulated by rules
controlled by others
teacher/coach dominated
restricted participation
highly structured
self contained
make believe
spontaneous
uncertain
DEVELOPING SKILLS THROUGH PLAY
Assess their overall level of skill by

watching them play. Identify skill
areas that need attention.
Assess the specific skill by giving them

an activity (activities) from that section
of the book. Set goals.
Group them according to their skill

level and give them activities to suit.
Give them a point to look for.
Gradually add other points.
When they have been successful or the

fun has gone out of it, modify the activity or
give them another one. Re-group if necessary.
Continue to assess the key skill points.
Re-assess their overall skill by watching

them play in a more generalised context.
Try an appropriate KiwiSport.
INFLUENCES ON SKILL LEARNING

Skill learning is affected by several important factors.
MOTIVATION
The best skill learning takes place when motivation to learn is at a high level. This
leads to success which, in turn, usually enhances motivation for continued
involvement.
FEEDBACK
All children receive some type of internal feedback simply by taking part. Positive
and specific external feedback reinforces learning by providing information. It is also
a motivating factor.
UNIQUENESS
Every child is different. The differences in background, stage of development, inherited

factors, attitudes and personality are some of the factors that determine a childs
interests and ability to learn skills.
PRACTICE
Skills are developed and refined by practice. Therefore it is essential that skills are
taught correctly in the first instance to avoid practising faults.
INDIVIDUAL RESPONSIBILITY
Children should be given the opportunity to

take responsibility for their own learning.
They should be encouraged to set their own
goals and take some initiative for improving
their skills.
INFLUENCES ON CHILDRENS
MOTIVATION AND PERFORMANCE
In addition to a childs stage of intellectual and physical development there are
numerous other influences which determine their level of motivation and performance
in physical activities. When attempting to meet the diverse needs of children consider:
EXTERNAL INFLUENCES
The home and cultural background with its attitudes, beliefs and values.
The school environment with its facilities, equipment, number of children,
policies, programmes and atmosphere.
Significant others including parents, teachers, friends, peers, siblings, role
models and coaches.
Past physical activity and sport experiences.
The community environment including facilities, opportunities, attitudes.
INTERNAL INFLUENCES
Personality
Feelings
Body shape and size
Values and attitudes
Interests
Health status
Gender
ADULTS
Teachers and others with responsibility for children can

have a positive effect on motivation and performance by:
adopting a positive approach.
being reasonable with demands and goals.
viewing KiwiSport Fundamental Skills as enjoyable activity not a reward or
punishment.
including children in planning and
motivation.
providing information about the benefits.
ensuring variety, success, fun and fairness.
THE ENVIRONMENT FOR LEARNING

Children respond to a well organised and purposeful session. A secure,
supportive environment that focuses on children learning to perform
skills successfully will produce positive outcomes. Unrelated factors such
as distracting behaviour and observers must not be allowed to assume
any dominance. To achieve this the children need to accept that they are
expected to:
participate in all activities.

co-operate with others in their class or group.
try their hardest to learn and improve.
keep to established routines.
adhere to the code of fair play.
set goals.
challenge themselves.
These expectations are most likely to occur when the teacher:
is well organised and uses routines effectively.

uses a plan and promotes high levels of participation.
is active in helping children learn.
treats all children fairly and consistently.
allows children to make some decisions.
Positive feelings in the class are an important part of creating an

atmosphere for learning. They are not created by chance but develop
when adults:
are enthusiastic and show interest in all children.

interact with all children.
allow children to practise with friends.
modify activities to make the skill
challenging.
refrain from comparing one childs performance with that of
others.
make positive comment about individual performance.
recognise success.
give specific information about how to improve.
Children always receive some type of internal feedback from their

activities. There is no need to tell them about their failures they already
know. Tell them about their successes.
MAXIMISING PARTICIPATION AND ACHIEVEMENT

A good session will involve and cater for all children. If they enjoy the experience
and feel satisfied with their performance they will look forward to participating and
want to improve their skills. The rate of success experienced will determine their
level of enjoyment. To maximise the chances of this happening it is essential that:
Groups are small so that there is minimum time waiting for a turn
The session has been planned
There is adequate equipment and

all children have equal access to it
A high proportion of the
session is used for practice
Children are given positive
feedback at a pertinent time
Only brief and explicit

instructions are given
Very little time is spent

on organisation
The session flows and allows

children to participate without
continual interruption
10
Each session has a focus

and all activities are related
The choice of activities ensures

a high success rate for all
Practices and games do

not require players to be eliminated
There is opportunity for children to
experiment and innovate
Activities challenge but are not

beyond the skill of the players
Plenty of pertinent
practice for the
individual makes
it fun for all
Immediate modifications are

made when participation lapses
Sessions are regular and frequent
11
EVERYONE HAS A RIGHT TO PARTICIPATE

KiwiSport Fundamental Skills is for every child. The wide range of activities and games,
together with modifications where needed, should ensure that there is equal
opportunity for everyone to play and develop skills.
Care should be taken to ensure that there is equity in the use of available space,
equipment and time. Research indicates girls, younger children and those of lesser
ability often have reduced opportunities to participate.
Respect must be given to different cultural beliefs, values and attitudes which may
make some activities unacceptable. It is a simple matter to modify or choose alternative
activities to keep everyone involved. It is essential that there is also equity in the
quality of involvement. The KiwiSport charter details the criteria for this.
CHILDREN WITH DISABILITIES
All children should be encouraged to participate in all activities.

In the first instance it is best if a child with a disability can
take part without any change to the activity or game. Where
modification is necessary try to keep the activity as true to
form as possible. Making changes to the skill, equipment,
playing area or rules can enhance participation.
For guidance refer to the Kiwi Can manual and the
KiwiSport Mainstream Cards. Check the needs
and abilities of the child and seek medical advice
if unsure of the amount or type of physical
activity which is appropriate.
12
USES OF THE KIWISPORT

FUNDAMENTAL SKILLS MANUAL
The most appropriate use of the activities in this book must be
left to the judgement and skill of those with direct responsibility
for childrens learning. Only they can determine the level of
development and needs of any particular group or child.
The material can be used in many different ways to suit differing
needs and situations. The numbered games and activities for each
skill generally progress from the simplest to the most complex.
It is important that the descriptions given are seen as ideas and
starting points which should be modified at any time to suit the
participants. Care should be taken however, to ensure that
participation is not diminished and that the original intent is not
lost.
Some alternative approaches for using KiwiSport Fundamental Skills
to teach fundamental sports skills are listed below.
ORGANISING THE ACTIVITIES
Activities can be organised in different ways. Several options

follow.
All children work as one group on the same activity at the
same time. This assumes that there is sufficient equipment
and the activity is suitable for all levels of skill.
Small groups work on the same activity.
If the groups are based on skill level the activity can be
modified to suit each group.
Small groups in a circuit work on different activities for the
same skill, or different skills and rotate. This solves the
problem of insufficient equipment for the whole class.
Different activities are set up and the children decide what
activity to go to and when to move on. Limits may need to
be set on the number at each activity.
USES OF THE MANUAL
The manual is meant to be used by a variety of people. By:
teachers for skill learning sessions and playground activities.

team coaches at all levels for coaching session practices.
children as a games reference.
parents and others for assisting skill learning or for fun
activities with their children.
When children are working in groups it must be made quite clear

what is expected of them. Activity cards are very useful. They can
describe the activity and list several tasks. This is an opportunity
to use peer teaching. Give each leader an activity card. However
do not use leaders to the extent that it hinders their own learning.
13
PLANNING
Those who produce the best results plan their units and skill sessions.
Planning can occur in many forms but good planning:
includes evaluation both at the beginning and end of the unit.
establishes goals and priorities.
makes best use of time, space and equipment.
ensures all children are catered for and involved.

ensures a high level of activity without overloading.
gives children appropriate exposure to skills.
ensures consistency and continuity between sessions.
DETERMINE THE NEEDS
Find out what they have already mastered

Establish their level of development
PLAN THE UNIT
Decide on the skills, knowledge and attitudes to be developed.

Set achievement objectives. Choose learning strategies.
PLAN SESSIONS
Set goals choose activities for the introduction,

skill development and the conclusion.
ORGANISE EQUIPMENT AND SPACE
Availability, quantity, type, placing.

CHECK MANAGEMENT TECHNIQUES
Time, boundaries, stop signal, demonstrations, safety,

equipment issue, checking and returning.
EVALUATE
Goals achieved Why? Why not?Achievement of individuals?

Level of involvement? Level of enjoyment?Strategies suitable?
Planning adequate?Activities suitable?
14
SAFETY
Safety is a factor to be kept constantly in mind. Careful thought is
needed to determine the fine line between challenge and
unacceptable risk. This varies greatly with individuals and groups
and it is the responsibility of those with children in their care to
establish safe procedures. The standard set must be at child level,
both physical and intellectual, not at adult level.
It should be an on-going objective to help children accept
responsibility for their personal safety and that of others by
becoming aware of the effect of their own behaviour.
Listed below are actions which can be taken to achieve a safe
environment.
Show that safe practices enhance enjoyment.
Establish a working space that allows free movement.
Clarify rules for using equipment especially bats, racquets
and sticks.
Encourage looking ahead and anticipating unsafe action.
Eliminate potential risks, eg. spare equipment.

Allow stopping space around the work area. Do not use a
wall or fence for finishing at speed.
Check equipment and do not use anything faulty.
Organise safe movement and throwing patterns by using
circuits, waves etc.
Use equipment of appropriate size and materials.
Use suitable playing surfaces eg. grass for speed.
Adjust numbers to suit playing areas or vice versa.
Check footwear and clothing.
Warn about potential dangers posts, turning etc.
Insist on immediate response to the whistle and other agreed
signals. Use the whistle for stop only.
Teach a procedure for emergencies.
Equip yourself for dealing with an emergency ask for
training if necessary.
15
THE MAORI DIMENSION

Simple introductory activities for rakau and poi are included in
this resource. These should be extended for those who are capable.
Many other activities can be adapted to fit into existing language
or culture programmes. Your local Iwi could provide a valuable
contact for guidance in further developing activities and
programmes.
Where teachers, parents and others, have the skills and knowledge,
suitable activities should be taught in the Maori language.
Valuable resources have been produced by the Maori Language
Commission in the form of the series Nga Kupu Hou. Nga
Hakinakina (1) and (2) are glossaries which teachers of sport skills
should find particularly useful.
BASIC VOCABULARY
In many tribal areas these words will be the same but in recognition
of dialectal difference a list of local words should be prepared in
consultation with your local Iwi.
INSTRUCTION
listen
talk
look
stand
sit
come
go
whakarongo
krero
titiro
e tu
e noho
haere mai
haere atu
BODY PART
body
head
arm/hand
stomach
waist
knee
leg/foot
tinana
upoko
ringa
puku
hope
pona
waewae
DIRECTION
ACTIVITY
front
back
side
right
left
up
down
ball on string
wand, long stick
games
short stick
stick
mua
muri
taha
matau
maui
runga
raro
COUNTING
MOVEMENTS
one
two
three
four
five
six
seven
eight
nine
ten
walk
step
run
jump
kick
turn
skip
stamp
tahi
rua
toru
wha
rima
ono
whitu
waru
iwa
te kau
poi
tira
mahi takaro
titi torea
rakau
ta haere
hikoi
oma
peke
whana whana
huri
piu
takahi
16
K I W IS P O R T
Fundamental Skills
MANIPULATION ACTIVITIES
STRIKING
Manipulation activities
striking
STRIKING
The aim of KiwiSport Fundamental Skills is to develop basic sports skills through
simple, enjoyable play activities.
This section contains those which are pertinent to striking. They are grouped
for:
Kicking a ball on the ground.

Punting.
Striking with body parts.
Hitting with a softball bat.
Hitting with a racquet (short bat).
Hitting with a cricket bat.
Hitting with a hockey stick.
Activities are generally arranged from the simplest to the most complex.
The activities have been selected with schools specifically in mind but an input
of professional skill and judgement is needed to ensure lively and relevant
programmes. Decisions will need to be made on when and how the activities
are used and what modifications are needed to match age and ability.
The activities also fill a need outside class programmes. They are useful for
childrens learning and play at any time - lunch time, after school, sports
training, holiday programmes and at home.
Parents and others who play with children in informal situations should find
the ideas particularly helpful.
striking
KICKING A BALL ON THE GROUND
ACTIVITY 237 EXPLORING PUSHING THE BALL
ACTIVITY 238 BALL PUSHING RELAYS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
A level grass or hard surface.
Level grass or hard area.
Large round balls. Cones/markers.
Large round balls. Markers.
DURING THE ACTIVITY
DURING THE ACTIVITY
Spread out in a defined area with a ball each.

Push the ball with the inside of the foot, follow and stop it. Push in
another
direction.
Try the other foot.
Can you push the ball along a line?
Can you hit a target (cone)?
How far away can you still hit the target?
With a partner:
Push to your partner, who controls and pushes back.
Push to either side of your partner.
Partner astride, push between their legs.
Try the above with the other foot and different distances.
Walking/jogging control push between partners.
First player dribbles to the centre marker, controls the ball then pushes to
the next and continues on to join the end of the line.
LOOK FOR
Player 1 pushes to the centre marker, follows the ball, controls it, dribbles
around the centre marker then pushes to player 2 who continues.
contacting with the inside of the foot.

bent ankle, bent knee, swing from the hip.
arms wide for balance.
nonkicking foot beside the ball.
Player one pushes to 2 then runs to 2s place. 2 pushes to 3 and goes to

3s place, 3 pushes to 4 etc.
LOOK FOR
control before passing.

contact with the inside of the foot.
bent ankle, bent knee, swing from the hip.
striking
ACTIVITY 239 TWISTER
ACTIVITY 240 WALL PASSES
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Grass or hard area.
Large balls.
Large balls.
Markers.
DURING THE ACTIVITY
DURING THE ACTIVITY
Groups of three in a line, end players with a ball. Player 1 passes to 3

who controls the ball and returns it. 3 then turns to receive and return a
ball from 2. After a given number of passes change the centre player.
LOOK FOR

contact with the inside of the foot.
swing from the hip.
head over the ball.
VARIATIONS
All have a ball. 1 and 3 exchange, then 3 turns and exchanges with 2.
Vary the distance apart.
Groups of four with a ball. 1 passes to 2, runs, takes a return pass then
passes to 3.
3 passes to 2, runs, takes a return pass and passes to 4, 4 continues.
After everyone has had several turns change number 2.
LOOK FOR
look at receiver look at the ball.

bent ankle, knee, swing from hip.
well weighted pass.
attacking the ball.
VARIATION
Introduce a fifth player

in the centre as a defender
who challenges each
player as they start.
striking
ACTIVITY 241 MOVING WALL
ACTIVITY 242 FOUR GOAL SOCCER
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Grass or hard area.
Large balls.
Markers.
Large balls.
DURING THE ACTIVITY

DURING THE ACTIVITY
Three players side by side, the centre person with the ball. Player 1
passes to 2 who returns the pass.
Player 1 then passes to 3 who returns it.
Start from a stationary position then increase the speed as skill improves
to walking to jogging to running.
Rotate positions.
LOOK FOR
look for the receiver look at the ball.

push with the inside of the foot.
pass ahead of the receiver.
Two teams of three to five.

A marked area about 10 metres
square with a goal at each end of the goal lines. Teams attempt to score in
one of their opponents goals. Apply no contact and safe tackling rules.
Adjust the size of the area to suit the level of skill and the number of
players.
LOOK FOR

use of space.
VARIATION
Introduce a second ball.
VARIATION
Increase the distance apart.
striking
ACTIVITY 243 GOAL KICKING
ACTIVITY 244 SCORING POINTS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass area.
Grass area.
Large balls round and oval.
Goal posts or markers.
Goal posts and goals or markers.
Low tees.
Low tees.
DURING THE ACTIVITY
In pairs with a ball.

Can you . . . . . .?
put the ball on the ground/a low tee and kick it to your partner, striking
with the laces.
kick it high to your partner.
get further and further apart.
kick between goal posts/markers.
kick over the posts.
kick from different angles and distances.
try the other foot.
LOOK FOR
eye on the target eye on the ball.

short, angled approach.
nonkicking foot beside ball.
swing from the hip.
contact with the laces.
follow through.
DURING THE ACTIVITY

A goal/posts or markers.
Spots marked around the goal/posts given values according to difficulty.
One player behind the posts, the other the kicker.
The kicker places the ball on one of the spots and takes a shot at goal
(soccer or rugby). The player behind the posts retrieves and they change
places. Who can get the highest score?
LOOK FOR
eye on ball.
balanced approach.
relaxed kick.
VARIATIONS
Start from 1. Kick until successful then move to 2 etc.

Have one attempt from each spot and count the successes.
striking
PUNTING
PUNTING
ACTIVITY 245 EXPLORING PUNTING
ACTIVITY 246 PUNTING RELAYS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Large balls. Markers.
Markers.
DURING THE ACTIVITY
DURING THE ACTIVITY
Spread out with a ball each trying both right and left foot.
Who can kick. . . . . ?
by dropping the ball onto your foot.
high/a long way.
up a little way and catch.
to land near or on a mark.
over a net, rope, goal post.
walking/jogging/running.
In pairs with a ball
Can you kick . . . . .?
for your partner to catch.
high/low/along the ground to your partner.
over the goal posts.
getting further and further apart.
high to your partner and run to tag them before they catch.
to each other as you walk/run/jog.
LOOK FOR
holding ball in two hands.

guiding ball onto foot.
swinging from the hip.
contacting with the laces.
keeping head down.
following through.
using both left and right foot.
1 runs out around marker and

kicks to 2 who runs and kicks etc.
1 with the ball runs out, kicks over a marked
gap, retrieves the ball and gives it to 2.
2 runs and kicks etc. 1 takes 2s place.
1 and 2 with a ball run to the line, kick
their ball to each other, return and give
the new ball to 3 and 4 respectively.
1 kicks to 2 and runs to 2s place.
LOOK FOR
ball held in two hands.

eyes on ball
guide ball onto laces.
follow through.
VARIATIONS
Change the distances.

Designate the kick or foot.
striking
PUNTING
PUNTING
ACTIVITY 247 SQUARE PUNTING
ACTIVITY 248 PUNT TENNIS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Grass or hard area.
Markers.
Large balls.
DURING THE ACTIVITY
1 with the ball kicks to 2,

2 to 3, 3 to 4, 4 to 1 etc.
1 and 3 with a ball, kick around the square.
Kick 1 to 2 to 4 to 3 to 1 etc.
Kick to anyone.
Introduce a fifth player at 1. Players kick and follow to the receivers
position. Use any of the above patterns.
A fifth player in the centre of the square attempts to intercept as the ball is
kicked to anyone.
If intercepted, change places with the player who last touched the ball.
LOOK FOR
ball held in two hands.

eyes on ball.
guide ball onto laces.
swing leg from the hip.
follow through.
DURING THE ACTIVITY
A marked area with a neutral zone in the centre (or a high net or rope).
Two teams of four to six, one in each end of the court.
The aim is to kick the ball to land it in the opponents court on the full.
A point is conceded if the ball hits the ground in your court, a ball is
kicked out of bounds or if it fails to clear the neutral zone (net). After a
point is scored the ball is put back into play by the non-scoring team.
LOOK FOR
court coverage.
calling for the ball.
eyes on the ball.
kicking on the laces.
VARIATIONS
VARIATIONS
Use different types of balls.

Change the size of the area to suit skill level.
Use different balls.

Designate the type of kick.
Designate which foot.
Change the size of the square.
striking
PUNTING
PUNTING
ACTIVITY 249 SKY DIVERS
ACTIVITY 250 PUNT ROUNDERS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Hoops.
Grass or hard area.
Large balls.
Three markers, hoops, rubbish bin.
DURING THE ACTIVITY
DURING THE ACTIVITY
Hoops spread in front of a line and given a value according to difficulty.

A group of three with three balls. Players in turn kick the three balls
scoring the points for any target they hit on the full.
A diamond set out using the rubbish bin and three bases. The hoop in the
centre. Two teams, one the fielders with a player in the hoop, the others
spread out.
A kicking team lined up behind the bin.
The first kicker kicks the ball in front of the line then runs round the
bases. The fielders field the ball and pass it to the player in the hoop who
throws it at the bin. One foot must remain in the hoop. If the kicker gets
round the bases and touches the bin before the bin is hit with the ball
they score a point. If the bin is hit first the fielders score a point.
LOOK FOR
eye on ball.
swing leg from the hip.
kick with the laces.
VARIATIONS
Kick round the targets in order.

Replace the hoops with two markers as goals. Grubber kick through the
goals.
Adjust the distances to suit the level of skill.
LOOK FOR
field coverage.
kicking with the laces.
VARIATIONS
Make all passes kicks.
striking
PUNTING
PUNTING
ACTIVITY 251 WICKET GRUBBERS
ACTIVITY 252 CHIPS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Sets of wickets.
Markers.
Large balls.
Large balls.
Grass or hard area.
Grass area.
DURING THE ACTIVITY
A set of wickets with a kicking mark about 10 metres away. A group of

three, 1 as the wicket keeper and 2 the kicker. 2 grubber kicks the ball at
the wickets, then goes to wicket keeper. 1 retrieves the ball, gives it to 3 to
kick and waits for the next turn.
A point for when the wickets are hit.
LOOK FOR
point the toe downwards.

contact the ball with the laces.
keep head down.
kick the ball onto the ground.
short stab with the foot.
DURING THE ACTIVITY
Group of three, one half way between the start and score lines, the others
behind the start line.
Player 2 runs with the ball, chips it over 1, catches it or toes it on over the
score line and scores a try.
Player 1 remains stationary.
After scoring, 2 returns the ball to 3 then takes 1s place.
1 goes behind 3 who then runs and chips over 2 etc.
LOOK FOR
watch the centre player watch the ball.

kick with the laces.
VARIATION
Extend the distance as skill develops.
10
striking
STRIKING WITH BODY PARTS
ACTIVITY 253 EXPLORING STRIKING WITH BODY PARTS

BEFORE THE ACTIVITY
LOOK FOR
Large light balls such as foam volley balls.
Grass or hard area.

DURING THE ACTIVITY
Spread out with a large ball each.

Who can . . . . ?
throw the ball up then hit it up again with your head/wrists/thigh/
knee/shoulder/chest/heel and catch it.
hit it up higher.
hit it up twice in succession.
make the ball travel forwards.
make it go in the direction you want to.
eyes on the ball move under ball

prepare body part strike.
in heading strike on the hairline.
use the whole body flexing and straightening.
use the whole body flexing and
hit the ball, do not let the ball hit you.
VARIATIONS
Use a very light ball or cloth covered balloon to start with.

As skill develops use simple activities from the large ball passing section
but keep distances short.
How long can you keep it up before it hits the ground or you catch it?
How many different body parts can you use one after the other?
Can you . . . . .?
throw the ball and hit it to your partner with different body parts.
hit back and forwards to your partner.
hit over a net/rope.
In small groups
Keep the ball up how many times can you hit the ball up before it hits
the ground? No player has two hits in succession.
Leader in the centre of a circle lobs the ball to the others in turn and
nominates what body part is to strike the ball.
11
striking
HITTING WITH A SOFTBALL BAT
ACTIVITY 254 HITTING FROM A TEE
ACTIVITY 255 ANOTHER GO
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Softball bat or bat shapes.

Small balls.
Batting tees.
Grass area.
Markers.
Batting tees. Small balls.

Markers.
Hoops.
DURING THE ACTIVITY
Batting tees along a line.

Groups of four at each tee with a bat and three balls.
One person the batter the others the fielders.
In turn hit the three balls
in the direction of the fielders.
in different directions.
for distance.
between two markers.
along the ground.
to the same place.
LOOK FOR
grip the bat with both hands, left hand near the top, right hand close to it
(right handers).
stand sideon slightly behind the tee, bat back, hands level with the
shoulders.
take a small step forward and swing the arms rotating the body.
follow through.
DURING THE ACTIVITY
Groups of four with a bat, ball, tee , hoop and marker.

One batter, three fielders, one of them the base player.
The batter hits the ball forward of the tee then must run round the marker
and back before the base player holds the ball, with a foot in the hoop and
calls stop.
If the batter is unsuccessful the next player has a turn at batting. If the
batter is successful they have another turn but must score two runs.
This continues adding a run each time until the batter is unsuccessful.
LOOK FOR
tee at waist level.

grip with hands together.
stand facing tee, feet apart relaxed.
step and swing.
follow through.
VARIATIONS
VARIATION
As skill develops batters may toss up the ball and hit it, or hit a slow
pitched ball.
When skill develops try the same activities with the ball lobbed for the
batter to hit on the full.
12
striking
ACTIVITY 256 SPOT ON
ACTIVITY 257 SCORING A TONNE
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Large grass area.
Large grass area.
Tees, bats, balls, hoops.
Balls, bats, tees.

DURING THE ACTIVITY
DURING THE ACTIVITY
Groups of four.
A batter at the tee.
The others, fielders, in hoops spread in front of the tee.
The batter names the fielder they are hitting to. That fielder must keep one foot
in the hoop and attempt to field the ball.
Batters score a point if the fielder is successful. They have three turns then
change with a fielder.
LOOK FOR

bat back, hands level with the shoulder.
facing the tee, step and swing.
follow through.
Groups of five or six with a tee and three balls.

A batter at the tee, the remainder spread out as fielders.
Fielders become the batter when they have scored 50 or 100.
Points are gained:
Catch on the full 50
Catch on the first bounce 20
Fielding a ball 10
Batter keeps hitting the balls in quick succession until a fielder scores 50 or 100.
LOOK FOR
hands together.
feet apart, relaxed stance.
bat back, hands level with shoulder.
step, swing, rotate at hips.
follow through.
VARIATIONS
Replace the tee with a toss up and hit, or a soft pitch.
VARIATIONS
Skilled players can toss the ball up and hit, or hit a slow pitched ball.
13
striking
ACTIVITY 258 ROCKET RANGE
ACTIVITY 259 LEFT, RIGHT AND CENTRE
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Large grass area.
Large grass area.
Markers.
Trees, balls.
Tees, balls.
Markers.
DURING THE ACTIVITY
Four markers spaced out in a line in front of a batting tee to form three goals. A
group of four, one the batter who attempts to hit the ball through the goals. The
centre is worth five points and the others one point. The three fielders are goal
keepers and try to stop the ball before it goes through a goal. Change over
after five hits.
LOOK FOR
side on to direction of hit.

hands together, relaxed swing.
follow through.
VARIATIONS
Adjust the distance and size of the goals to match skill.
Add another fielder behind the goals.
DURING THE ACTIVITY
A tee at the corner of a right angle with four markers dividing the angle evenly
into three zones.
A batter and three fielders beyond the markers.
The batter nominates the zone where the ball will be hit. The ball must go past
the markers. The batter stays while they are successful in hitting to the
nominated zone. When they miss players rotate.
LOOK FOR
line of toes pointing to nominated zone.

step in direction of hit.
follow through.
VARIATION
When skill develops change to a slow pitch instead of a tee.
14
striking
ACTIVITY 260 BREAK THE LINE
ACTIVITY 261 SCATTER BALL ROUNDERS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Large grass area.
Large grass area.
Tees, balls.
Tee, balls, bat.
Bats.
Markers.
DURING THE ACTIVITY
DURING THE ACTIVITY
Two parallel lines, markers on the ends and a tee in the centre. Two teams of
four spaced between the respective markers.
Each team in turn tries to hit the ball across their opponents line between the
markers. The ball must hit the ground between the lines. Players bat in turn.
A diamond set out with the tee as home base and three markers as the others.
A container with three balls in it beside the tee. The batter hits the three balls in
quick succession in front of the line then keeps running round the bases until all
three balls are back in the bucket. Each base passed counts as a point. The bat
is dropped beside the bucket before running. Fielders put the balls back in the
bucket as quickly as possible.
LOOK FOR
LOOK FOR
step in to hit.
relaxed horizontal swing.
relaxed grip and swing.

stand side on and step.
follow through.
VARIATIONS
VARIATIONS

Instead of a tee, toss up and hit.
Position a fielder safely behind the batter as a backstop. Fielders must throw
the balls to the backstop who is the only person who can put the balls in the
bucket.
15
striking
HITTING WITH A RACQUET (SHORT BAT)
ACTIVITY 262 EXPLORING RACQUETS AND SHORT BATS

BEFORE THE ACTIVITY
Racquets/padder bats.
Small balls.
Hoops.
DURING THE ACTIVITY
In a defined hard area.

Spread out with a ball and racquet/bat each.
Can you . . . . ?
put your racquet on the ground then pick it up.
balance the ball on one side.
balance the ball and move.
without changing grip, balance it on the other side.
hit it up to head height with palm up/palm down/alternating palm up and
down.
try the above with the other hand.
hit it up moving forwards, backwards/sideways/along lines/in a circle.
hit it up ten times without it hitting the ground.
bounce the ball on the ground standing still/running.
make a ground pattern.
In pairs.
Who can. . . . ?
drop the ball and hit it a short distance for your partner to catch.
drop it and hit it to bounce to your partner.
hit back and forwards with a bounce between you.
hit into a hoop or between parallel lines between you. How many hits can
you make without missing the hoop or the ball.
find a wall and take alternate hits against it.
hit back and forwards over a net/bench/rope.
alternate forehand and backhand.
LOOK FOR
eyes on ball.
shake hands grip.
swing straight back, weight on back foot.
swing forward transferring weight on to front foot.
swing with elbow slightly bent and contact the ball slightly in front.
follow through in the direction of the hit.
VARIATIONS
Try different racquets, bats, balls and shuttlecocks, modifying activities to make
them suit.
16
striking
ACTIVITY 263 TARGETS
ACTIVITY 264 RACQUET RELAYS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Hard area. Hoops. Racquets/bats. Balls.
Hard area. Racquets/bats. Balls. Markers.

DURING THE ACTIVITY
A start line, a return line about 3 metres away and a marker 10 metres away.
Players with a racquet/bat lined up behind the start line. First player runs,
bounce dribbling the ball around the marker and back to the return line. They
then stop and bounce hit to the next in line.
DURING THE ACTIVITY
Three balls. Hoops spread out and numbered 10 metres or more from a line. In
pairs a hitter and a retriever. One player stands on the line and bounces and
hits the balls to land in each hoop in turn. Change over after the three balls
have been hit.
LOOK FOR
stand side on.

straight back swing.
transfer weight from back foot to front foot.
follow through.
VARIATIONS
What is the highest score you can get with three hits.
One shot at each hoop how many
successes.
Use backhand hit.
Put a net, rope or bench between the hitter and the targets.
Use a shuttlecock.
Use a table tennis bat and ball.
A racquet/bat each and two balls. Groups of four, two at each end with a
neutral space between. Front player at each end bounce dribbles to the neutral
space, stops, hits the ball across to the other player, then bounce dribbles back
to the waiting player.
LOOK FOR
eyes on the ball.

swing with whole arm.
wrist up.
VARIATIONS
Bounce ball on racquet instead of dribbling.

Designate backhand or forehand.
Use a shuttlecock.
17
striking
ACTIVITY 265 TARGET TENNIS
ACTIVITY 266 SQUARE TENNIS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Hard area.
Hard area.
Racquets/bats.
Racquets/bats.
Balls.
Balls.
DURING THE ACTIVITY

DURING THE ACTIVITY
Teams of four or five.

Two racquets, one ball.
Two target areas about 5 metres apart.
A player at each target area, an umpire and the others waiting. The player with
the ball drop serves to the opponents court and it is played back on the first
bounce. A player missing the opponents court places the bat on the ground
and becomes the umpire. The umpire joins the waiting line and the next
waiting player picks up the bat ready to receive a serve.
LOOK FOR
quick positioning of feet for forehand or backhand.

eyes on ball.
full back swing and follow through.
VARIATIONS
As skill develops reduce the size of the targets and/or increase the distance
between them.
Play doubles taking alternate hits.
Use a table tennis bat and ball or shuttlecock.
Groups of five or six.

A large square divided into four with a semicircle in one corner as a service
area.
A player with a racquet at each square. The player at number 1 drops the ball
in the service area and hits to any other square. The next player lets it bounce
and hits to any square. When a ball misses a square that player gives their
racquet to the next waiting player who joins in at number 4. In the meantime
the others move towards 1 to fill the gap, Number 1 then serves. The ball must
be hit upwards at all times.
LOOK FOR
side on to hit.
eyes on ball.
repositioning with every hit.
VARIATIONS
Divide the square with four benches to act as nets.

Use a waiting player as umpire.
Increase the size of the squares.
18
striking
ACTIVITY 267 STAR TREK
ACTIVITY 268 TENNIS CRICKET
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Hard area.
Hard area.
Hoops.
Racquet/bat.
Racquets/bats.
Ball.
Balls.
DURING THE ACTIVITY
DURING THE ACTIVITY
Four players in a square.

A hoop between each of the players and one in the centre.
The player with the ball bounce serves it to any other player, first bouncing it
in a hoop. This player then hits it into a hoop to any other player. How many
hits before a hoop is missed.
LOOK FOR
foot positioning for forehand and backhand.

eyes on the ball.
backswing and follow through.
VARIATION
A court with a net or neutral space.

A batting team and a fielding team.
A feeder from the batting team lobs the ball to the first batter who attempts to
hit it into the opponents court to score a point. If unsuccessful or if the ball is
caught on the full that is one out.
The batting team continues hitting in rotation, including the feeder, for a set
number of outs (five or six). The other team then starts their innings. Play an
even number of innings.
The feeder will need to duck to avoid being hit.
LOOK FOR

transfer weight from back to front foot.
contact the ball slightly in front
VARIATIONS
Allow 2 outs for a catch on the full and 1 out for a catch on the first bounce.
Play on a table tennis table with the hitter bounce serving and scoring a run
for any ball that hits the other end of the table then hits the floor.
19
striking
HITTING WITH A CRICKET BAT
ACTIVITY 269 AROUND THE WORLD
ACTIVITY 270 EXPLORING HITTING WITH A CRICKET BAT
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Court with a net.
Cricket bats/bat shapes.
Racquets or bats.
Small balls.
Balls.
Low batting tees or foam blocks.

DURING THE ACTIVITY
DURING THE ACTIVITY
Group of six, three at each end of the court.

The first player serves then runs round the outside of the court to wait at the
other end.
The player who receives the ball hits then runs to the other end. How many
hits before an error?
LOOK FOR
side on positioning.
full backswing and follow through.
VARIATIONS
Use a shuttlecock.
Allow two hits before moving on.
Play on a table tennis table.
A bat and ball each.

Can you . . . . ?
hold the bat flat and balance the ball on it, standing, kneeling, walking.
put the bat on the ground, pick it up with the preferred hand leaving room at
the top of the handle for the other hand, then grasp with both hands touching.
place the ball on the ground and push it along with the bat.
hit the ball, keeping the bat vertical.
A bat, ball and tee between two.
Who can . . . . ?
hit the ball to your partner to field.
hit to either side of your partner.
hit then run a few metres and back for the next hit
hit a ball dropped by your partner.
hit a ball lobbed by your partner.
hit between two markers.
LOOK FOR

stand side on feet together.
straight back lift.
step to ball.
straight vertical swing.
follow through.
20
striking
ACTIVITY 271 FRENCH CRICKET
ACTIVITY 272 TARGET HITTING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Bats.
Bats/bat shapes.
Small soft balls.
Small balls.
Tees or foam blocks.
DURING THE ACTIVITY
Groups of five or six with a bat and ball. Player with the bat in the centre of a
circle of the other players. The player with the ball bowls underarm to try and
hit the batter on the legs.
If successful the bowler takes the bat. If unsuccessful, the player fielding the
ball has next bowl.
The batter must keep still with feet together when the ball is bowled.
LOOK FOR
keep bat vertical.

turn to face next bowler.
VARIATIONS
Batter may move to a new spot after

hitting but must stop as soon as the ball is fielded.
Markers.
DURING THE ACTIVITY
Six markers and three balls for each group of four.

Markers set out in a line to form goals which are given values with three
players as fielders. The batter at a distance with three balls. The balls are hit to
try and make as high a score as possible. Rotate after each turn.
LOOK FOR
shoulder pointing in direction of hit.

straight backlift.
step to ball.
vertical swing.
follow through.
VARIATION
Hit through the goals in order from left to right. How many hits needed?
21
striking
ACTIVITY 273 LINE CRICKET
ACTIVITY 274 COUPLE CRICKET
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Bats/bat shapes.
Sets of wickets.
Small balls in container.
Small balls.
Tees or foam blocks.
Bats.
Markers.
DURING THE ACTIVITY
A batting mark and markers set out at intervals in pairs in a funnel shape.
Batter hits several balls between markers and scores runs for the distance
attained.
Fielders attempt to keep the score as low as possible and return the balls to the
keeper. Caught balls do not score. Rotate players.
LOOK FOR

straight backlift.
step front foot beside ball.
vertical bat.
follow through.
DURING THE ACTIVITY
Wickets about 6 10 metres apart. Group of eight ten paired off. Pairs bat
together to try and score more than other pairs.
Each pair faces two overs of six balls. Each fielder bowls one over all bowling
from the same end. Runs are scored by running between the wickets. If a ball
is caught, or a batter run out or bowled, three runs are deducted from that pairs
score. Rotate the players after every two overs.
LOOK FOR
eye on ball.
step to ball.
follow through.
VARIATION
Instead of a tee have a player drop the ball for the hitter or lob the ball to the
hitter.
22
striking
HITTING WITH A HOCKEY STICK/SHAPE
ACTIVITY 275 EXPLORING PUSHING AND HITTING WITH A HOCKEY STICK
BEFORE THE ACTIVITY
LOOK FOR
Push
hands apart, left hand at top.

low stance.
stick on ball.
transfer weight.
follow through.
Hit
hands together, left at top.

eyes on ball.
easy swing.
left shoulder pointing in direction of the ball.
hit bottom half of ball.
follow through.
control throughout.
Small balls.
Markers.
DURING THE ACTIVITY
Spread out with a stick and ball each.

Who can . . . . ?
push the ball a short distance, follow and stop it.
push the ball to a space, stop it then push to another space in a different
direction.
all facing the same way hit the ball.
In pairs with a stick each and a ball,
Can you ....?
push the ball gently to each other.
move back and see how many pushes in 30 seconds.
hit to each other.
put a marker between you and push/hit at the marker.
push/hit to your partner then move to a new place to receive the return.
Ball can only be hit with the flat side of the stick.
23
striking
ACTIVITY 276 HOCKEY STICK RELAYS
ACTIVITY 277 LEADER BALL
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Hockey sticks.
Hockey stick, small balls.
Small balls.
Markers.
Hoops.
DURING THE ACTIVITY
Groups of four in pairs facing.

Player 1 pushes/hits to
2 then goes behind 3.
2 pushes hits to 3 and
goes behind 4 continue.
Groups of three, two players at one end, 1 with the ball, dribbles, stops the ball
in the hoop pushes/hits to 2 then goes to 2s place, 2 dribbles to the hoop, then
pushes/hits to 3 continue.
DURING THE ACTIVITY
Groups of four in a square formation, one the leader, two others with a ball, all
with sticks.
One player pushes/hits their ball to the leader who passes it to the player
without a ball. The other player with a ball then passes to the leader who
passes to the person without a ball. Continue, alternating the passes. Change
the leader.
LOOK FOR
LOOK FOR
hands apart, low stance for push.

hands together, easy swing for hit.
eyes on the ball.
follow through.
safe hitting.
stopping the ball dead before passing.

wide grip for push, closed grip for hit.
low stance for push.
easy swing for hit.
eyes on ball.
left shoulder pointing to target.
safe hitting.
VARIATIONS
VARIATIONS
Make the distances shorter for pushes, longer for hits.
Make the distances shorter for pushes and larger for hits.
24
striking
ACTIVITY 278 COUNTER PASSING
ACTIVITY 279 CHAIR BALL
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Hockey sticks.
Small balls.
Hockey sticks.
Markers/hoops.
Small balls.
Chairs.
DURING THE ACTIVITY
Groups of three.
Markers in a square, a player beside three of them, one with the ball.
Player 1 pushes/hits to 2 then runs in the opposite direction to the vacant
marker.
Player 2 controls the ball, hits to 3 then runs in the opposite direction to where 1
started.
3 continues by hitting to 1.
DURING THE ACTIVITY
Groups of five or six around a circle, chair in the centre. One player with the
ball tries to push/hit the ball under the chair. The player who stops the ball
must pass to another player, who then has a shot at the chair. The sequence of
stopping, passing and shooting continues. How many goals in a set time?
LOOK FOR
stopping the ball dead before passing.

left shoulder pointing in the direction of the target.
eyes on ball.
control throughout.
LOOK FOR

eyes on the ball.
contacting the ball with only the flat side of the stick.
VARIATIONS
VARIATIONS
Start slowly to establish the techniques and pattern then speed up. How many
passes in one minute?
Adjust the size of the circle to suit skill level and whether pushing or hitting.
Add a goal keeper to stop goals pushing only.
25
striking
ACTIVITY 280 ONE GOAL HOCKEY
ACTIVITY 281 THREE TIMES TWO
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Sticks.
Balls.
Hockey sticks.
Markers.
Small balls.
Team bands/bibs.
DURING THE ACTIVITY
Markers set up as a goal in the middle of a level grass or hard area. Two even
teams of about three. Each team is told the side of the goal they must score
from.
One team starts with the ball on their side at a distance from the goal and
attempts to score. When the other team intercepts they work the ball round to
their side to try to score.
After a goal the nonscoring team restarts from their side.
LOOK FOR
safety.
quick passing.
ball kept on ground.
VARIATIONS
Make the game continuous. No stopping after a goal.
DURING THE ACTIVITY
A defined area with a goal at each end. Three teams of two one team
defending each goal and an attacking team. The attackers start from the centre
and attack one goal. If they score or the ball crosses the goal line or the
defenders gain possession, the defenders take the ball to the centre and attack
the other goal. The previous attackers take over the defence of the vacated goal.
LOOK FOR
use of space.
quick passing and moving.
VARIATIONS
Do not take the ball back to the centre to restart. The new attackers start from
the goal line.
26
K I W IS P O R T
Fundamental Skills
PASSING & THROWING
passing and throwing
PASSING AND THROWING

The aim of KiwiSport Fundamental Skills is to develop basic sports skills through simple,
enjoyable play activities.
This section contains those which are pertinent to passing and throwing They are grouped
for:
Exploring passing and throwing.

Passing a large ball from the spot.
Passing and moving with a large ball.
Passing a large ball with opposition.
Throwing small balls.
Underarm throw.
Overarm throw.
Overarm bowling.
Activities are generally arranged from the simplest to the most complex.
The activities have been selected with schools specifically in mind but an input of professional
skill and judgement is needed to ensure lively and relevant programmes. Decisions will
need to be made on when and how the activities are used and what modifications are needed
to match age and ability.
The activities also fill a need outside class programmes. They are useful for childrens learning
and play at any time lunch time, after school, sports training, holiday programmes and at
home.
Parents and others who play with children in informal situations should find the ideas
particularly helpful.
EXPLORING PASSING/THROWING
PASSING A LARGE BALL FROM THE SPOT
ACTIVITY 175 EXPERIMENTING WITH THROWING
ACTIVITY 176 EXPLORING LARGE BALL PASSING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
A wide variety of articles safe to throw all types of balls, bean bags, quoits,
frisbees, plastic containers, light blocks.
Large balls.
Grass or hard area.
DURING THE ACTIVITY
Markers.
Group spread out with an article each. Who can throw ...?
in the air with two hands/one hand.
as high as your head.
above your head.
very high.
a different article.
DURING THE ACTIVITY
Spread along a line. Can you throw ...?

a long way.
along the ground.
high and long.
at a target.
a different article then run and retrieve.
in different ways.
With a partner:
Who can throw to make it easy to catch?
How many ways can you throw?
What is easiest to throw?
What throw is best when you are close together/a long way apart?
LOOK FOR
finger grips.
long arm action.
stepping in direction of throw.
Pairs with a ball freely spaced or in lines facing each other.

Guide exploration by asking Can you pass. . .? or Who can pass. . .?
with two hands.
with one hand.
with the other hand.
up high.
down low.
bouncing off the ground.
at chest level.
sitting down.
kneeling.
from the shoulder.
changing the distance.
LOOK FOR
fingers spread behind the ball.

step into the pass.
follow through.
ACTIVITY 177 CIRCLE PASSING
ACTIVITY 178 ZIG ZAG PASSING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Large balls.
Large balls.
Grass or hard area.
Grass or hard area.
DURING THE ACTIVITY
In circles of five or six, each circle with two balls.

Throw/pass a ball around the circle. Reverse direction on signal.
Throw/pass two balls Can one catch the other?
Throw/pass to anyone one ball then two balls.
Throw/pass to every second person.
How quickly can you make ten passes?
Face one way and pass back overhead.
Pass to anyone except an adjacent player. How many passes can you
make in 30 seconds.
Leader in the centre of a circle.
Throw/pass to each in turn.
Throw/pass to anyone.
Throw/pass two balls. As one is passed out the other is passed in.
LOOK FOR
fingers spread behind ball.

step in the direction of the pass/throw.
follow through.
VARIATIONS
Designate the pass/throw.

Try different balls.
Increase or decrease distances.
DURING THE ACTIVITY
Groups of five or six in zig zag.

Three balls each group.
Throw/pass a ball zig zag up and down.
Throw/pass up one side and down the other.
Throw/pass one ball, when it reaches the end pass the next and the
next.
Throw/pass one ball, then the next, then the next etc.
How many passes in . . . secs?
Using two balls, throw/pass to anyone on the other line without a ball.
LOOK FOR

step in direction of pass/throw.
follow through.
VARIATIONS
Vary the distances.

ACTIVITY 179 DOG AND RABBIT
ACTIVITY 180 WALL TARGET
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Two large balls per group.
Two balls per group, wall marked with a target.
Grass, hard surface.
Open area next to a wall.
DURING THE ACTIVITY

DURING THE ACTIVITY
A group of six/seven in a circle with a ball on opposite sides.

One ball is the rabbit, the other the dog. The balls are passed around the
circle to try and make the dog catch the rabbit. Reverse the direction of
the chase by calling change, especially when the dog is about to catch the
rabbit.
LOOK FOR
watching the approaching ball.

a relaxed catch, no snatching.
pass from where you catch.
Groups of three, player 1 between players 2 and 3. 2 and 3 have a ball each.
2 passes the ball to 1 who turns and passes at the target (2 collects the
ball). 3 passes to 1 who turns and passes at the target 3 collects.
Change the player in the centre after about five sequences.
LOOK FOR

elbows down.
VARIATIONS
Increase the distances.

Increase the speed.
VARIATIONS
Use two different types of balls such as a rugby ball and a netball.
Use any catchable objects.
Designate the pass bounce pass, rugby pass etc.
ACTIVITY 181 PATTERN BALL
ACTIVITY 182 WALL PASSING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
One ball per child.
Large balls.
Open area next to a wall.

DURING THE ACTIVITY
Pairs standing about 1 to 2 metres from a wall.

Pass against the wall, catch the ball and pass again as fast as possible.
Challenge each other to complete as many passes as possible in a set time.
LOOK FOR
fingers spread.
balanced position one foot forward.
DURING THE ACTIVITY
Groups of four in defined area.

One player with the ball the others raise an arm the ball is passed to
any player who catches and passes to one of the others with an arm up
continue until all have received a pass and the last catcher has passed to
the player who started continue in this pattern. After a time start a new
pattern.
VARIATIONS
Pairs try to establish a rhythm by passing at the same time.

Use one ball and pass from one to the other off the wall.
Use two balls and pass from one to the other one bouncing high off the
wall and one low.
Vary the distance from the wall.
LOOK FOR
spread fingers behind ball.

stepping in the direction of the pass.
VARIATION
After a given number of repeats of the pattern the fourth person starts a
new pattern.
PASSING AND MOVING WITH A LARGE BALL
ACTIVITY 183 CORNER SPRY
ACTIVITY 184 EXPLORING PASSING AND MOVING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
One ball per group.
Large ball between two.
Grass, hard surface.
Grass or hard area.

DURING THE ACTIVITY
DURING THE ACTIVITY
Three children in a line side by side facing the fourth child, 2 3 metres in
front of them holding the ball.
Ball is passed to each in turn.
When number 4 receives the pass they carry the ball around the back of
the team and take number 1s place at the front number 1 chases
number 4 around the back but stops beside number 2 ready to take the
first pass from number 4.
LOOK FOR
fingers spread.
quick catchpass.
VARIATIONS
Vary the distance thrown.

Vary the type of pass ball can be tapped, bounced etc.
Place cones 3 4 metres away from the team to lengthen the distances run.
Pairs with a ball randomly spaced in defined area.

Use the Can you. . .? or
Who can. . .? type of approach.
show how many ways you can move and pass.
pass and change places.
pass then move to a new place to catch.
catch then move to a new place to pass.
walk/jog/run side by side and pass.
face each other and slip sideways and pass.
walk/jog/run one in front of the other and pass back overhead reverse
direction.
run fast with the ball to the line and back then give it to your partner.
LOOK FOR

follow through.
elbows in.
VARIATIONS
Change the distances apart.

Name the pass to be used, eg. chest pass.
Increase speed.
ACTIVITY 185 PASS AND FOLLOW
ACTIVITY 186 CARRY THEN THROW
BEFORE THE ACTIVITY:
BEFORE THE ACTIVITY
One ball per group, cones for markers.
One ball per team (large or small size).
Hall (soft balls), grass, hard surface.
Hall, grass, hard surface a starting line and boundary line 3 to 5 metres apart.
DURING THE ACTIVITY
Children in groups of three.

Number 1 has the ball and throws to number 2, then follows the ball and
runs behind number 2.
Number 2 passes to number 3 and then runs to the opposite side behind
number 3.
Number 3 throws to number 1 and runs behind 1.
Repeat several times.
LOOK FOR

step into pass.
VARIATIONS
Vary the throwing distance closer or further apart.

Vary the type of pass, eg. overhead, bounce.
Change the ball, eg. rugby ball.
With a larger group in a circle pass and follow around the circle or to
anyone in the circle.
DURING THE ACTIVITY
Teams of two or three lined up one behind the other at a starting line
facing a boundary line. Front person with the ball.
First child runs with the ball to the boundary line turns and throws to
Number 2 then returns to the starting line.
Number 2 runs then turns and throws to Number 3.
Number 3 repeats.
Repeat this sequence several times.
LOOK FOR
ball carried in two hands.

suitable pass for the distance.
VARIATIONS
Dribble to line, turn and throw.

Run with ball between the knees turn and throw.
Return the ball by bowling it along the ground.
ACTIVITY 187 RUNNING CIRCLE PASS
ACTIVITY 188 CIRCLE GAP PASSING
BEFORE THE ACTIVITY
One ball per team (large or small size).
Large balls.
Hall, grass, hard surface.
Grass or hard surface.
DURING THE ACTIVITY

DURING THE ACTIVITY
Groups of four to six form a circle, one person in the centre with the ball.
Players walk or jog around the circle.
Centre thrower throws to players as they move.
The thrower can change the direction of the jog or throw in any sequence.
LOOK FOR
starting slowly then speeding up.

ball passed in front of runners.
Groups of six or seven.

Number 1 in the centre of a circle.
Number 7 runs round the outside of the circle receiving and passing back
to number 1 in each gap. Change the centre player.
LOOK FOR
continuous running.
fingers spread.
follow through.
VARIATIONS
Try both rugby style running and passing and netball or miniball moving
and passing.
Receive the pass in a gap, return it in the next.
ACTIVITY 189 TAP AND PASS
ACTIVITY 190 WHEEL PASSING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Large balls.
Grass or hard area.
Grass or hard area.
Large balls, hoops.
DURING THE ACTIVITY
DURING THE ACTIVITY
In groups of four three in a file and the other out front and to one side
facing the same way.
When number 1 taps the ball on the ground number 2 runs, takes a pass
from 1, runs a few paces and returns the pass number 1 then taps for 3
to run while 2 continues on to rejoin the line.
Pairs, 1 in a hoop, 2 outside the hoop.

1 passes the ball to 2, who catches and passes back, then moves around.
1 pivots to face 2, then passes again. Continue until 2 has u
r n a complete
circle. Change roles.
LOOK FOR
LOOK FOR
passing in front of the runner.

relaxed hands.
running onto the ball.
passing in front of the mover.

stopping to catch and pass.
VARIATIONS
Introduce the stepping rule.

Catch and pass while maintaining a steady pace.
10
ACTIVITY 191 IN AND OUT
ACTIVITY 192 RADIAL PASSING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Large balls.
Grass or hard area.
Grass or hard area.
Markers.
Large balls.
DURING THE ACTIVITY
Teams of six or seven children in a circle with one child at the centre.
1 passes to 2 then runs to the centre.
2 passes to 3 then follows to number 3s place.
3 passes to 1 then goes to centre.
1 passes to 4 then goes to 4s place etc.
LOOK FOR
stepping with the pass.

continuous passing and moving.
VARIATIONS
Designate the type of pass.

No player in the centre. 1 runs in with the ball, passes to 2, then takes 2s
place. 2 runs in, passes to 3 then takes 3s place etc.
DURING THE ACTIVITY
In groups of five, 1 with the ball.

1 passes to 2 who is moving towards 3 then takes 2s original place. 2 passes
to 3 moving towards 4 and goes to 3s place. 3 passes to 4 moving etc.
Repeat for several circuits.
LOOK FOR
start slowly then speed up.

pass in front of the next player.
emphasise commitment to the pass and the run.
drive onto the ball.
VARIATIONS
Designate the type of pass.

11
ACTIVITY 193 DIAGONAL RUNNING AND PASSING
ACTIVITY 194 TIMING RELAY
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Large balls.
Large balls.
Markers.
Grass or hard area.
DURING THE ACTIVITY
Groups of eight with two players at each corner of a marked square. The
front person of one of the opposing pairs with a ball.
Players run diagonally across the grid passing the ball to the first player
in the opposite team who then carries the ball back across and passes.
LOOK FOR
carrying the ball in two hands.

all round vision.
safety when crossing.
VARIATIONS
Throw the ball in the air and catch it while running across the grid.
Kick the ball and recover it.
Pass the ball around the body.
With a ball in each corner.
Place the ball down and pick the partner s ball up while running across
the grid.
DURING THE ACTIVITY
Number 2 passes to 1, runs to receive a return pass, passes to 4 then

continues to behind 4. 4 passes to 1, runs to receive a pass, passes to 3
then follows to behind 3 continuous. Change 1 after several cycles.
LOOK FOR

focus on the ball.
VARIATION
Introduce stepping rule.

2 runs with the ball, passes to 1, receives a return pass then runs with the
ball and gives/passes it to 4.
12
ACTIVITY 195 ALL AGAINST ONE
ACTIVITY 196 LONG CHASE BALL
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Grass or hard area.
Large ball.
Large balls.
DURING THE ACTIVITY
A marked area.
Two teams one the fielders, spread out in the area the others, the
runners, lined up in pairs behind an end line, the front pair with a ball.
The ball is thrown into the area then the first pair of runners attempt to
run to the end line and back without being hit on the legs with the ball.
Fielders may move freely without the ball but keep one foot still when in
possession. Runners who go up and back without being tagged score a
point for their team.
DURING THE ACTIVITY
LOOK FOR
Group of four or five with a ball in a marked area.

A player is named as the dodger. The remainder try to hit that person
below the knees with the ball. Players may move freely except when in
possession of the ball. When the dodger is hit, name a new dodger.
quick passing.
moving to receive a pass.
passing to a fielder in front of the runners.
LOOK FOR
quick passing.
moving to receive a pass close to the dodger.
balancing the size of the area with the skill of the players.
VARIATIONS
Make it a tag instead of a throw at the runners.

Allow the next pair to start running as soon as the first pair have both
scored, are both tagged or one is tagged and one has scored.
VARIATION
Instead of throwing the ball, hold it and tag the dodger.
13
ACTIVITY 197 PARTNER ROUNDERS
ACTIVITY 198 CORNER BALL
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Hard area.
Large balls.
Large ball
Hoop.
Teambands/bibs.
DURING THE ACTIVITY
One team spread out in a marked area with markers on corners. Other
team lined up in twos at centre point on one side. One of the first pair in
line throws the ball to land anywhere in the court and then runs round
the markers on the corners. The other team fields the ball then attempts to
tag the second of the pair who has entered the court to dodge,
immediately on the throw. If the runner gets home before the dodger is
tagged that team scores a point, but if the dodger is tagged first the
fielding team score.
The next pair then have their turn.
The dodger can dodge anywhere within the court.
The ball must be held to tag the dodger.
When in possession fielders can move only one foot.
Any other time they can move anywhere.
LOOK FOR
quick passing.
moving to cover the area.
passing ahead of the dodger.
DURING THE ACTIVITY
A marked area (one third netball court), two teams of six to eight, a
throwing line and a target area (hoop).
To start the game, the thrower attempts to land the ball on the full in the
target area. If successful that teams backstop takes possession. If
unsuccessful it goes to the opposing backstop. The teams then move onto
court and the team with possession attempts to tag (with the ball) a
member of the other team. The player in possession may pivot, take one
step and hold the ball for no longer than three seconds. Players apart
from the ball holder may move freely but cannot go outside the area
during play. If the attacking team infringe any of the above or if the ball
touches the ground, the umpire calls CHANGE and possession is taken
by the other team. The ball must be held when a tag is made.
The nonscoring team restarts the game with a toss into the hoop.
LOOK FOR
accurate rapid passing.

positioning to receive a pass.
14
PASSING A LARGE BALL WITH OPPOSITION
ACTIVITY 199 PIGGY IN THE MIDDLE
ACTIVITY 200 DODGING IN THREES
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Grass or hard area.
Large balls.
Large balls.
DURING THE ACTIVITY
Players in threes with a ball in a defined area.

Two pass the ball and the other tries to intercept. If successful they
change places with the thrower. Passes must be below reach height.
LOOK FOR
sharp movement to a space to take the pass.

quick straight passes.
a variety of passes.
VARIATIONS
The two passing must stay behind lines about 3 metres apart.
Introduce a maximum number of passes before changing the defender.
DURING THE ACTIVITY
Players in threes with a ball in a defined area. Number 1 is the passer and 2
the defender facing 1 in front of 3 the receiver. On a signal from 1, 3
attempts to evade 2 to receive a pass. Have three turns then change round.
LOOK FOR
the receiver standing still, then moving quickly.

a variety of passes including bounce and lob.
passing to where the receiver is going.
15
ACTIVITY 201 TWO V TWO
ACTIVITY 202 WANDERING BALL
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Large balls.
Large balls.
Grass or hard area.
Hard area.
DURING THE ACTIVITY

DURING THE ACTIVITY
In fours with a ball in a defined area. Divide into two teams.

Number 1 and 2 pass to each other seeing how many passes they can
make before 3 and 4 intercept. 3 and 4 then see how many passes they can
make. Players must keep one foot still when in possession.
Adjust the time the ball can be held to the ability of the players three to
five seconds.
LOOK FOR
quick change of position to take a pass.

passing to space.
variety of passes bounce, lob etc.
VARIATION
Increase the numbers 3 v 3.

Start with a team at one end of a space and see if they can get the ball to
the other end without it being intercepted. If they are successful or the
ball is intercepted the other team tries from the opposite end.
Group of five to seven round a large marked circle, one player in the centre.
The players forming the circle pass the ball to anyone except the players
next to them. The centre person attempts to intercept. If successful they
change places with the passer. Passes must be below reach level.
LOOK FOR
quick passes pass from where you catch.

feinting to wrong foot the defender.
balanced passing position.
VARIATION
Increase the pressure by allowing a touch of the ball at any time even
when held by another player count as an interception.
Put two players in the centre.
Change the type of ball.
16
ACTIVITY 203 TRIANGLES
ACTIVITY 204 VULTURE AND LION
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Hard area.
Markers or marked squares.
Large balls.
Large balls.
Cones or other targets.
DURING THE ACTIVITY

DURING THE ACTIVITY
Squares with 3 5 metre sides. A group of four at each square. One player
in the centre and the others on a corner.
Number 1 has the ball and passes to either 2 or 3 along the sides of the
square. The receiver then attempts to pass to one of the others on the
corners. Players move to a free corner to receive a pass. Number 4
attempts to intercept and if successful takes the passer s place.
All passes must be along the side of the square.
LOOK FOR
feinting to deceive the defender.
quick movement to the vacant corner to take a pass.
VARIATIONS
Groups of six to eight with a ball (the vulture).

A large marked circle with a target object (lions meal) in the centre in a
small circle. One player, the (lion) defender in the large circle, the others
round the outside.
Players around the circle attempt to steal the lions meal by hitting the
target in the centre with the ball (vulture). They should pass the ball
around and use feinting to beat the defender. The defender must keep out
of the centre circle.
LOOK FOR
quick passing.
change of direction.
VARIATIONS

Use two balls and two defenders.
17
ACTIVITY 205 PERMIT BALL
ACTIVITY 206 SKITTLE BALL
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Centre and goal third of a netball court.
Hard area.
Large ball.
Skittles.
Team bands/bibs.
DURING THE ACTIVITY

DURING THE ACTIVITY
Two teams of four players with two centres and two goalies on two thirds
of a netball court. Teams try to score by shooting a goal. Play starts with a
throwup in the centre. The team gaining possession attack the goal.
Netball stepping, ball holding, contact, tie ball and obstruction rules
applied with discretion. A permit must be obtained by passing the ball
from the centre third to the goal third before either team can attempt to
score. A permit is lost after an attempted goal or change in possession.
The ball must be passed into the centre third and back to the goal to
obtain a permit.
Goalies may not leave the goal third or centres enter the circle.
A defined area with a 3 to 5 metre circle marked at each end. A skittle in the
centre of each circle.
Two teams each of six to eight players one guard and the others rovers.
From a toss up at the centre the team with possession passes the ball and
attempts to knock down the opponents skittle.
Use Kiwi Netball or MiniBall rules as needed for stepping, ball holding, contact
and obstruction. A free pass for infringements. Rovers may not enter the circle.
LOOK FOR
using space no crowding.

the right pass for the situation, eg. bounce, lob.
fair play.
LOOK FOR
passing to a space.
changes of direction.
fair play.
VARIATION
Put in a centre line and restrict players to half the court.

18
ACTIVITY 207 ARANGA TOUCH
ACTIVITY 208 RUGBY TOUCH
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Grass or hard area.
Large ball.
Large ball.
Team band.
DURING THE ACTIVITY
DURING THE ACTIVITY
Two teams of about eight players on an area about the size of a netball court. A
goaler from one team and a defender from the other at opposite ends behind
the goal line.
On the signal one team passes from the centre line and attempts to score by
making a clear pass to their goaler. They may run anywhere on the court with
or without the ball but a penalty pass is given to the opposition if tagged with
both hands while holding the ball.
After a tag all players must retire 3m from the player taking the penalty pass. A
player must retire to the sideline until a goal is scored, if the ball is kicked or an
opponent is contacted by other than a light touch with both hands. If the ball is
thrown or carried over the sideline the opponents throw in.
Goalers and defenders cannot enter the playing area. If a goaler drops a pass
no goal is scored and a free pass is given to the defender. A goal cannot be
scored directly from a penalty pass. When a point is scored the game is re
started at the centre by the nonscoring team.
Two teams of up to ten players on a suitable field a quarter or half a

rugby field.
A pass at the centre from either team starts the game, then by running
and passing, teams attempt to score tries by carrying the ball over the
opponents goal line without being touched by an opponent.
If touched while in possession a player must immediately place the ball
on the ground and retire 5 metres. A tap penalty goes to the opponents
(the ball is touched with the foot before passing). All touches by the
defenders must be made with two hands. Other than the tap penalty, no
kicking is permitted. Forward passes are not permitted. The referee calls
TOUCH when a touch is made. The penalty for an infringement is a tap
kick when all opponents must retire 5 metres.
LOOK FOR
using space.
quick passing.
LOOK FOR
using space.
rapid passing.
19
THROWING SMALL BALLS
ACTIVITY 209 EXPERIMENTING ALONE

WITH A SMALL BALL
BEFORE THE ACTIVITY
Hard area.
Small balls.
DURING THE ACTIVITY
Each child with a ball spread out in a defined area.

Can you .....?
hold the ball in different ways hand/chin/knee/elbow.
do the same moving.
draw large letters or numbers in the air/on the ground with ball.
hold the ball between the feet jump on the spot then forward.
hold the ball on the ground and walk/run round it.
Show me how you can pass the ball:
from one hand to the other.
around the body/leg/head/hips/in and out of the legs.
the same while moving forward/backward/sideways/in a circle.
Who can ....?
drop the ball and catch with two hands underneath /one hand underneath.
dribble the ball along the ground with right/left/both hands.
Can you bounce and catch .....?
with right/left/both hands/standing/kneeling/sitting/moving.
to a rhyme/jingle/poem/song.
changing direction.
in different places in front/behind/at side.
along lines/round a circle/making shapes/turning.
on the spot.
moving forwards/backwards.
in a circle/on a line/on a bench.
Who can roll a ball .....?

with feet astride drawing big patterns on ground.
off various parts of the body and catch it.
moving around dribbling the ball with the hand.
and chase.
to a line.
to stop between two lines/in a hoop.
to overtake the ball then field.
at a target.
as far as possible.
Can you throw....?
up high.
a long way.
with right hand/left hand.
at a target.
LOOK FOR
ball held with fingers.

eyes on target.
follow through.
20
THROWING SMALL BALLS
UNDERARM ROLL
ACTIVITY 210 EXPERIMENTING IN PAIRS

WITH A SMALL BALL
ACTIVITY 211 EXPLORING ROLLING BALLS

BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Smooth, hard area.
Small ball for each pair.

Hard area.
Small balls.
DURING THE ACTIVITY
Pairs spread out with a ball.

Try these with right hand/left hand.
Can you....?
roll to a partner.
bounce to a partner.
bounce then run round partner.
bounce and catch in pairs.
field a bouncing ball.
high bounce to partner.
bounce at a hoop/skittle/block/target/rubbish bin over bench/rope/
ground mark/swinging rope under a rope.
throw to a partner in different ways.Who can....?
hit the ball with one hand.
throw high/far.
throw at a hoop etc. as for bounce above.
kick to your partner.
throw over/along a line.
throw/roll from standing/kneeling/sitting.
LOOK FOR
ball held with fingers.

eyes on target.
long arm action.
follow through.
Cones, hoops, skittles,

ropes, chairs.
DURING THE ACTIVITY

Roll to your partner between markers/through a hoop/at a skittle/at
another ball/along a line/under a chain/between ropes.
Take turns rolling at a wall target.
Roll changing distances between partners 3 metres 10 metres.
Roll to your partner then change places.
How many rolls in 30 seconds?
In threes:
roll for middle child to jump.
In fours or fives:
roll around/across a circle.
roll to hit a skittle in centre.
child in centre rolls to others in turn.
LOOK FOR
ball held in fingers.

eyes on target.
step with opposite foot.
long arm swing.
follow through.
21
UNDERARM ROLL
UNDERARM ROLL
ACTIVITY 212 ROLL A GOAL
ACTIVITY 213 INTERCEPTION IN THREES
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Smooth surface.
Smooth surface.
One ball, two markers per pair.
One ball between three.

DURING THE ACTIVITY
Spread out in groups of three.

Two players roll the ball to each other and the third tries to intercept.
Rollers may move when they do not have the ball.
Change round after a set number of rolls.
LOOK FOR
DURING THE ACTIVITY
Markers about 3 metres apart as a goal.

A roller with the ball about 5 metres from the goal. A defender in front of
the goal.
The roller tries to roll the ball through the goal without the defender
stopping it. After three turns change roles.
ball in fingers.
step into roll.
long arm swing.
VARIATION
Play 2 v 2.
Restrict the rollers behind two parallel lines with the interceptor in the
centre.
LOOK FOR
ball released close to ground.

step and roll action.
VARIATION
Change the width of the goal and rolling distance to match skill.
22
UNDERARM ROLL
UNDERARM ROLL
ACTIVITY 214 TEN PIN
ACTIVITY 215 SPIDER BALL
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Smooth surface.
Smooth surface.
Sets of ten skittles (milk containers with sand, drink cans).
Ball between two.
Small balls.
DURING THE ACTIVITY
DURING THE ACTIVITY
In two or threes with ten skittles and a ball.

Skittles are set up in the ten pin formation.
One player rolls at the skittles, another replaces them as they are knocked
over and calls the score.
Change round after each turn.
Groups of six or eight standing in a circle, about 4 metres apart.

Number the players. Opposites are a pair and have the same number.
One of each pair has a ball. Player 1 rolls the ball across the circle to their
partner, then in quick succession 2, 3 and 4 do the same. Roll the balls
back in the same order. See how quickly this can be done.
LOOK FOR
ball in fingers.
step and roll.
follow through.
LOOK FOR
eyes on target.
step and roll.
low release.
VARIATIONS
Decrease the number of skittles.

Increase or decrease the distance.
VARIATIONS
Change the order of the numbers:

High to low.
Odds then evens.
Random.
Every player has a ball with partners rolling to each other at the same time.
23
UNDERARM ROLL
UNDERARM THROW
ACTIVITY 216 ROLLING ROUNDERS
ACTIVITY 217 EXPLORING UNDERARM THROW
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Smooth surface.
Small balls or bean bags.
One ball, three markers, one

base.
Hoops.
DURING THE ACTIVITY
DURING THE ACTIVITY
Teams of six to eight.

Two markers (A and B) on a line, a
marker (C) to form a triangle and a base (D).
The rolling team lined up between A and B. The
fielding team spread out in front. One player on the base D.
The first player in the rolling team rolls the ball anywhere in front of the
line then leads the team, running in order round the markers A, C, B until
STOP is called. Fielders field the ball and roll it to the player at base D
who calls STOP when holding the ball with a foot on the base. A point is
scored for each member of the rolling team who passes B before STOP is
called. The next player then rolls.
Rules:
Fielders may not run with the ball.
The ball must be rolled at all times.
Change over when all have had a turn.
LOOK FOR
rolling to a space.
field coverage.
VARIATIONS
Change the size of the circuit A, C, B to suit the skill of the players.
Spread out in pairs with a ball.

Set the group problems 'by asking Using an underarm throw who can. . . ?
bounce the ball to your partner.
bounce the ball in a hoop/on a line.
bounce to your partner and move to a new place.
throw the ball to your partner on the full.
throw non--stop for one minute.
Can you. . .. ?
do all that with the other hand.
throw high, medium and low.
throw against a wall.
throw over a net/rope.
throw through a hoop.
LOOK FOR
ball held in fingers.

eyes on target.
swing back with straight arm.
step forward on opposite foot.
swing arm forward and towards target.
follow through.
24
UNDERARM THROW
UNDERARM THROW
ACTIVITY 218 FROGS
ACTIVITY 219 SPLOJ!
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Small ball each.
Wall with targets on it.
Bucket of water per group of four or five.
Ball each.
Bucket of water.
DURING THE ACTIVITY
DURING THE ACTIVITY
Groups of four or five each person with a ball spaced round a bucket of
water. Who can lob their ball into the bucket and make the biggest
splash?
Groups of two or three in front of each target, each with a ball.

Players wet their ball and see what they can score.
LOOK FOR
LOOK FOR
eyes on the bucket.

long arm swing.
step into the throw.
VARIATIONS
VARIATIONS
Float another ball in the bucket and see if you can hit it.
See how many throws it takes to hit all numbers in order.

Throw at the wall and then see how close you can get with the next throw.
ball in fingers.
eyes on target.
long arm swing.
step towards target.
25
UNDERARM THROW
UNDERARM THROW
ACTIVITY 220 DROPPERS
ACTIVITY 221 UNDERARM GOLF
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Wall.
Small balls/bean bags.
Buckets/containers.
Ground targets hoops, rope circles, softball bases, sheets of cardboard.
Beanbags/small balls.
Markers as tee markers.

Grass or hard area.
DURING THE ACTIVITY
DURING THE ACTIVITY
Groups of three or four with a bean bag/ball each along a line facing the wall.
Bucket at the base of the wall.
Players try to bounce the bean bag/ball off the wall to drop it in the
container.
Change places on the line or move the bucket along to try from different
angles.
LOOK FOR
Targets arranged as a golf course with holes varying distances apart

and tees marked nearby.
Players throw from the starting point until they can land the ball on the
full on each target in order.
Each successive throw is taken from where the previous one finished
until the hole is hit on the full.
When this happens the next hole is started from the tee marker.
How many throws to get around?
LOOK FOR
relaxed throws.
length judgement.
VARIATIONS
With a partner, see who wins each hole.

Use containers as holes with the bean bag/ball having to stay in.
relaxed arm swing back and forwards.

step and throw.
VARIATIONS
Increase the throwing distance.

Move the bucket out from the wall.
26
UNDERARM THROW
OVERARM THROW
ACTIVITY 222 NOUGHTS AND CROSSES
ACTIVITY 223 EXPLORING OVERARM THROW
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grids marked on hard area or wall.
Small ball each.
Two balls/bean bags per grid.
Targets cones, containers, hoops.
Five cross markers and five nought markers.
DURING THE ACTIVITY
Spread out with a ball each.

Guide exploration of overarm throw.
DURING THE ACTIVITY
Teams of two or three on either side of the grid or facing the wall. One is
the noughts, the other the crosses.
Teams throw alternately (ie. one ball from 0, then one from X), aiming to
score a column, a row or a diagonal of three squares by landing the ball in
the squares.
When a square is hit on the full that team places one of their markers on it.
LOOK FOR
step towards target.

eyes on target.
long arm swing.
On your own can you throw . . . . ?

as far as possible.
as hard as possible.
up high.
at a ground target hoop/circle/line/bin.
at a wall/wall target.
over a rugby post.
between markers.
In pairs who can throw . . . . ?
and bounce to your partner.
so that your partner can catch without moving.
increasing distance.
at a wall and catch on rebound.
with right/left hand.
at a target in middle (hoop/skittle/line/gutter board).
from different levels high/low/shoulder height.
increasing height.
LOOK FOR
ball in fingers.
side on weight on rear foot.
step on throw.
eyes on target.
arm to rear and flick towards target.
follow through down and across.
27
OVERARM THROW
Run Out and Throw
ACTIVITY 224 OVERARM THROW RELAYS

BEFORE THE ACTIVITY
Small balls.
Markers.
DURING THE ACTIVITY
In teams of three or four.

Throw and Run
1 runs to the line with the ball, throws to 2, then goes back behind 3.
2 runs out to the line etc.
Pick Up and Throw
1 throws to 2 then runs to behind 2.

2 throws to 3 then runs to 3s place.
3 throws to 1 etc.
Throw and Go Back
Ball on far line.

1 runs to the line, picks up the ball and throws to 2 who returns it. 1 places
the ball on the ground.
1 goes behind 3 and 2 runs, picks up and throws etc.
LOOK FOR
1 throws to 2 and goes behind 3.

2 throws to 3 and goes behind 4 etc.
ball in fingers.
side on throw.
full arm action.
28
OVERARM THROW
OVERARM THROW
ACTIVITY 225 FORCE BACK
ACTIVITY 226 THREE COURT BALL
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
A large grass area.
A netball court or similar area.
Small balls.
Three tennis balls.
DURING THE ACTIVITY
Evenly matched pairs with a ball facing each other, equal distance from a
centre line. One throws the ball as far as they can towards the other.
The second person notes where the ball landed, retrieves it and throws
back from there. This continues until the stronger thrower has forced the
other back to the end of the area.Go back and start again.
LOOK FOR
DURING THE ACTIVITY
Two teams of six to eight each in the end third of a netball court.
A player attempts to bounce the ball in the centre third and make it cross
the opponents goal line to score a point. Opponents try to intercept and
bounce it back. After a time introduce a second/third ball. Throwers may
move to the line to throw but not into the centre court.
finger grip.
side on throw.
drive through hip, shoulder, arm, elbow, wrist, fingers.
follow through.
VARIATIONS
The throw is returned from where the retriever catches or stops the ball.
LOOK FOR
step, throw, follow through.

wrist and finger flick.
covering space.
VARIATION
Roll instead of bouncing.
29
OVERARM THROW
OVERARM THROW
ACTIVITY 227 COCONUT SHIES
ACTIVITY 228 MOVING TARGET
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Small balls.
Small balls.
Skittles/plastic containers/drink cans.
Large ball.
Hard flat area.
DURING THE ACTIVITY
Two teams of three or four each, players with a ball, on lines facing each
other. A pyramid of skittles/cans half way between.
Teams throw from behind their line.
Which team can knock down the pyramid?
Players retrieve balls on their side and continue throwing until the
pyramid is down.
LOOK FOR
sideon throw.
full arm action.
step and follow through.
VARIATIONS
Instead of one pyramid, set up several targets. Which team knocks over most?
If needed, have another player a distance behind each team to retrieve
balls and give them to their team.
DURING THE ACTIVITY
A team on each side of a large marked square.

Three or four small balls per team.
Place the large ball in the centre of the square. Teams throw balls at this
target and attempt to drive it over someone elses line. Throwers must
keep behind their line when throwing. They may go into the square to
retrieve a ball.
LOOK FOR
pointing at the target with nonthrowing hand.

full arm action.
follow through.
VARIATIONS
Instead of a square play with two teams behind parallel lines.
30
OVERARM THROW
OVERARM THROW
ACTIVITY 229 SCATTER BALL
ACTIVITY 230 LONG BALL
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Three small balls.
One small ball, one short bat, six markers, team bands/bibs.
Marker, two bases (hoops)
A fielding team spread out with a player on the retrievers base.

A throwing team behind the line.
A home base on the line and a marker about 10 metres away.
The first thrower throws the three balls one after the other, then runs
round the marker and home base until STOP is called. Each time round
the marker is a run. Fielders return the balls to the retriever who puts
them on the retrievers base and calls out STOP when all three balls are
returned. A ball caught on the full can be carried to the retriever,
otherwise they must be thrown in.
LOOK FOR
finger grip.
throwing to a space.
accuracy by the fielders.
VARIATIONS
Put a large semicircle round home base. The three thrown balls must
bounce in this area.
DURING THE ACTIVITY
A batting team lined up safely back from the base line. A fielding team scattered
out in the field of play with one as pitcher.
The pitcher lobs to the batter who has an attempt to hit. They then try to score
a run by going to the far line and back. They may wait as long as they like
behind the base line for a chance to run or behind the far line for a chance to
return. The fielders try to put the other team out by hitting them with the ball
while they are running. They may throw the ball to another fielder nearer the
runner in an attempt to do this.
The team is out if:
a runner is hit with the ball.
a hit is caught on the full.
a ball is hit over the sidelines on the full or bounces out before halfway.
a runner goes over the sidelines.
31
OVERARM BOWLING
ACTIVITY 231 LEARNING THE OVERARM BOWLING ACTION

BEFORE THE ACTIVITY
When there is an out the umpire calls (or signals) change and the teams change
over but if a member of the team just put out can retrieve the ball and hit one of
the other team before they are safely behind the baseline or far line they are in
again. This can happen several times.
Fielders may not hold the ball for more then three seconds.
Once a waiting runner puts a foot into the field of play they must run.
When a team is in after a change all players return to where they were
before or if running at the time must go behind the line to start their run
again. The person who was out joins the batting line.
LOOK FOR
accurate throws.
throwing ahead of the runner.
field coverage.
Small balls.
DURING THE ACTIVITY
Spread along a line with a ball.

Ball in fingers, stand side on to target, feet comfortably apart.
Try the cradle ball arm pointing back, other arm pointing at target stretch
the string.
Rock the cradle, Rock onto back foot onto front foot keep string tight.
Bowl the ball. Cradle rock back forward straight arm over past ear front
arm down still keeping string tight release follow through with arm
across the body and step towards target.
Introduce stepcradlebowl then from front on three steps (LRL) cradle and
bowl.
LOOK FOR
eyes on target.
ball gripped with fingers.
straight bowling arm close to ear.
follow through of arm and foot.
32
OVERARM BOWLING
OVERARM BOWLING
ACTIVITY 232 BOWLING IN PAIRS
ACTIVITY 233 TARGET BOWLING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Small balls.
Small balls.
Hoops.
Ropes.
Marked ground targets.
Markers.
DURING THE ACTIVITY
DURING THE ACTIVITY
In pairs with a small ball.

Bowl to land in a target strip about 2 metres wide marked by lines or ropes.
Put down a hoop between you and see how close you can get to it.
Bowl at a wall target.
Bowl at wickets, plastic containers, cones.
Bowl over a net or rope.
LOOK FOR
eyes on target.
ball gripped in fingers.
cradlebowlfollow through.
relaxed action.
Groups of four, one person each side of the target behind a bowling mark.
Players on opposite sides of the target are partners.
Each pair has ten bowls to get the largest possible score.
Can you better it next time?
LOOK FOR
ball gripped with fingers.

relaxed approach.
cradle straight arm over past ear.
follow through.
VARIATION
Let the bowler bowl from standing or from a run according to skill.
Adjust the size of the grid and the bowling distance to suit skill.
33
OVERARM BOWLING
OVERARM BOWLING
ACTIVITY 234 BOWLING AT STUMPS
ACTIVITY 235 HOP SCOTCH CRICKET
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Sets of stumps or cartons.
Small balls.
Small balls.
Cones.
Hop scotch grids.
DURING THE ACTIVITY
DURING THE ACTIVITY
Set of stumps with markers on either side to form gates.

Small groups, half at one end with a ball each, half at the other end.
Players take it in turn to bowl.
Score ten for hitting the stumps, five for the closest gates and two for the
outside.
In pairs, one with a ball, one at each end of the grid.

Pairs take turns to bowl and hit the numbers in sequence from one
upwards and the other from eight downwards.
Who completes first?
LOOK FOR
ball gripped in fingers.

long straight arm past ear.
follow through across body.
LOOK FOR
VARIATIONS
When the right number is hit the bowler immediately earns another turn.
Have a set number of bowls each and see who can get the highest score.
accuracy before speed.

balanced run in.
long straight arm.
follow through.
34
OVERARM BOWLING
ACTIVITY 236 NON-STOP CRICKET

BEFORE THE ACTIVITY

Wickets, bats.
Small balls.
DURING THE ACTIVITY
A set of wickets with a bowling mark and a batting mark.

A fielding team and a batting team.
The ball is bowled at the wicket. The batter tries to hit the ball and must
run to touch the bat over the mark and back to score one run. Fielders
return the ball to the bowler, who bowls again whether the batsman is
ready or not. When a batter is out the bat is given to the next batter who
then moves to the wicket. When all the teams have batted, teams change.
The team making the greater number of runs wins.
The batter is out if bowled, caught on the full, obstructs a fielder or hits
own wicket. An incoming batter may be bowled before reaching the
wicket. Batters may take more than one run. Bowlers have six bowls then
all fielders rotate.
LOOK FOR
foot position.
long arm.
35
K I W IS P O R T
Fundamental Skills
CATCHING & TRAPPING
catching and trapping
CATCHING AND TRAPPING

This section contains those which are pertinent to catching and trapping. They are
grouped for:
Catching.
Catching rakau.
Trapping.
The activities are generally arranged from the simplest to the most complex.
The activities have been selected with schools specifically in mind but an input of
professional skill and judgement is needed to ensure lively and relevant programmes.
Decisions will need to be made on when and how the activities are used and what
modifications are needed to match age and ability.
The activities also fill a need outside class programmes. They are useful for childrens
learning and play at any time lunch time, after school, sports training, holiday
programmes and at home.
Parents and others who play with children in informal situations should find the
ideas particularly helpful.
CATCHING
CATCHING
ACTIVITY 151 EXPLORING CATCHING ALONE
ACTIVITY 152 EXPLORING CATCHING IN PAIRS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Variety of balls.
A variety of balls.
Hard flat area.
Hard flat area.
DURING THE ACTIVITY
DURING THE ACTIVITY
A ball each, spaced out in a defined area.
Pairs spread out
How does the ball feel?

texture/hardness
Can you roll the ball over yourself?
up and down? round and round? down an arm/leg?
Can you roll it with one hand the other hand?
How can you roll it on the ground?
Who can roll it slowly, run round in front and pick it up
Holding the ball in a two hand nest can you:
drop it and catch it? kneel and do the same? walk along and do it?
Who can drop it from one hand and catch in the nest?
Who can bounce it and catch it?
Who can bounce on asphalt, grass, wood etc. and catch it?
Can you throw higher and catch?
Can you throw up with one hand and catch in two?
Who can bounce/throw, clap then catch?
What ways can you catch as you move around? one hand, the other.
Who can use a different ball?
Can you ...?

pick up a ball rolled by your partner with two hands/one hand/the
other.
step across and pick up a ball rolled a little to one side the other side.
catch a ball bounced to you down low/up high.
catch a ball thrown to you down low/up high.
move around bouncing and catching with your partner.
move around throwing and catching.
make five ten catches without dropping the ball.
catch as many times as possible in 30 seconds.
move further apart and still catch?
throw over a net/goal post and catch.
What can you do with a different ball?
LOOK FOR
relaxed fingers forming a nest about the size of the ball.

eyes on the ball.
reach for the ball.
LOOK FOR
relaxed fingers pointing up for catches above the waist and down for
catches below.
moving into the path of the ball.
relaxed reach for the ball.
eyes on the ball.
CATCHING
CATCHING
ACTIVITY 153 EGG CATCHING
ACTIVITY 154 ZIG-ZAG CATCHING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Grass or hard area.
Ball between two.
Balls, bean bags, blocks, quoits.
DURING THE ACTIVITY
Groups of five or six in zigzag formation.

DURING THE ACTIVITY
A supply of balls/objects suitable for passing, beside one end player.
In pairs, A with a ball standing on a line at one end of the area, B facing 2
metres away.
The ball is thrown to B and back again.
If successful B takes a step back.
This continues until a catch is missed.
B then takes a step forward.
Who works back to the goal line first or which pair is farthest apart after a
set time?
Pass the first ball (object) zigzag to the last person. Put it on the ground
and start the next ball until all are at one end. Pass them back the same way.
As above but pass the second ball as soon as the second person is ready.
Any ball dropped is left on the ground. How many get to the end?
How long for 20 catches?
Which group is first to make 20 catches without a drop?
How many catches in 30 seconds?
LOOK FOR
LOOK FOR
eyes on ball.
move to path of ball.
reachcatchgive.
VARIATIONS
VARIATIONS
When a ball is dropped B goes back to the starting point.

Use different objects to catch bean bags, shoes, plastic containers etc.
Designate the pass/throw bounce/up high/lob/to the waist.
watch the ball.

reach for the ball.
catch on the fingers.
cushion the catch.
CATCHING
CATCHING
ACTIVITY 155 CIRCLE CATCH
ACTIVITY 156 CATCHERS AGAINST RUNNERS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Grass or hard area.
Small/large balls.
Small/large balls.
DURING THE ACTIVITY
Groups of six or seven in a circle with a ball. Starter throws to anyone in

the circle, except those immediately on their left or right.
After throwing the starter runs round the outside of the circle to the
catchers position. The catcher then throws and runs. Keep going for six
or more throws each.
LOOK FOR
eyes on the ball.

catch with soft fingers.
fingers up for ball above waist.
fingers down for ball below waist.
VARIATIONS
Change the throw high/low/middle.

Make the circle larger.
DURING THE ACTIVITY
Groups of six or seven in a circle with a ball.

The player with the ball throws it to the player on either side then runs
round the circle back to place.
The remainder pass the ball round the circle to see how many catches
they can make before the runner gets back.
If the first pass is dropped the runner starts again.
LOOK FOR
catching and passing from the fingers.

reaching for the ball.
VARIATIONS
Adjust the size of the circle to suit the type of ball and skill of the players.
CATCHING
CATCHING
ACTIVITY 157 BIN BALL
ACTIVITY 158 YOUR BALL
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
A large rubbish bin or similar weighted with water if necessary and one ball
for each group.
Grass or hard area.

Balls.
DURING THE ACTIVITY
DURING THE ACTIVITY
Five or six players in a circle round the bin.

The ball is thrown at the bin to rebound at an angle to be caught or
fielded.
Points are scored for hitting the bin and for fielding or catching the ball at
first attempt.
LOOK FOR
moving quickly to the path of the ball.

cushioning the catch.
VARIATIONS
Enlarge the circle as skill increases.

Use the bin lid instead of the bin.
Groups of four or five with a ball.

One player, the thrower, in the circle, the others round the outside.
The thrower throws the ball high in the centre of the circle, calling a
players name. That player moves into the circle and the thrower takes up
the players position outside the circle.
The named player catches the ball then throws it up naming another
player to catch. Continue.
LOOK FOR
eyes on the ball.

relaxed catch on fingers.
getting under the ball to catch it in front.
VARIATIONS
Players forming the circle face outward so that they have to turn and
sight the ball before they catch.
CATCHING
CATCHING
ACTIVITY 159 DIAGONAL CATCHING
ACTIVITY 160 WALL GUARD
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Grass or hard area.
Small/large balls.
Small/large balls.
Markers.
DURING THE ACTIVITY
DURING THE ACTIVITY
Four pairs on the corners of a square facing diagonally. The front person
of two opposite pairs with a ball.
A and B roll their ball along the ground to each other, run towards the
other ball, field it and throw at right angles A to D and B to C who repeat
the activity. After throwing the ball players continue to the end of the
opposite line. Minimum of six throws each.
LOOK FOR
moving to the path of the ball.

VARIATIONS
The players run to the centre with the ball then throw.
A wall marked across the centre of a defined area.

A guard on the wall with the remainder of the players at one end with a
ball.
They must lob the ball over the wall and run across to catch it without
being tagged by the guard.
How many times can they catch the ball on the full without being tagged?
LOOK FOR
eyes on the ball, allround vision.

moving quickly under the ball.
fingers relaxed, out and up.
VARIATIONS
Increase the number of guards.

Change the width of the wall.
Allow a catch on the first bounce to count.
Change the type of ball.
CATCHING
CATCHING
ACTIVITY 161 TRIANGULAR CATCHING
ACTIVITY 162 CATCH IT
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Markers.
Grass or hard area.
Balls.
Small balls.
DURING THE ACTIVITY
DURING THE ACTIVITY
Groups of five or six with a ball.

Three markers set out in a triangle with a player by each.
The remainder behind a waiting line.
Number 1 starts with the ball, throws to 2 and goes there, 4 moves to 1s
place, 2 throws to 3 and goes there, 3 passes to 4 and goes beside 5.
How quickly can you do five circuits?
Two teams of five or six, one with a ball, in marked zones 10 metres or
more apart. The ball is thrown to attempt to hit the ground in the
opponents zone.
A point is scored for this or for catching the ball on the full.
LOOK FOR
calling mine when taking a catch.

zone coverage.
positioning under the ball.
correct hand positions.
LOOK FOR
VARIATIONS
facing the passer.

moving into the catch.
VARIATIONS
Roll or bounce the ball.

Try different balls or objects.
Kick instead of throwing.

Change the size of the zones and the distance between them to suit skill.
Use netball or tennis court markings.
CATCHING
CATCHING
ACTIVITY 163 FIVE CATCHES
ACTIVITY 164 PASSING ROUNDERS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Ball, marker, hoop.
Ball.
Grass or hard area.
Four hoops (bases).
DURING THE ACTIVITY
Two teams of six.

One, the throwing team, lined up behind a base line, the other spread out
as fielders.
A marker placed 510 metres from a throwing base.
The first person in the throwing team throws the ball forward of the base
line and runs around the marker and back to the base. This continues
until stop is called.
The player who fields the ball throws to another team member then bobs
down.
This continues round the team until all have made a successful catch (five).
The last person to receive the ball calls stop.
Runs are counted then the next thrower throws.
LOOK FOR
good hand position.

moving into the catch.
DURING THE ACTIVITY
Four bases in a diamond touching a baseline.

Two teams of six or seven.
A throwing team behind the baseline.
A fielding team with one player near each base and the others spread out.
The first thrower throws the ball to bounce in the diamond then runs
round the bases until stop is called. The thrower scores no runs if the
throw is caught on the full.
The fielding team fields the ball then passes the ball from 1st to 2nd to 3rd
to home (or 3, 2, 1 to Home) when stop is called.
The score is the number of bases passed by the runner before Stop.
Base players must have a foot on the base when throwing to the next.
Change over after all throwers have had a turn.
CATCHING
ACTIVITY 165 NEWCOMBE

LOOK FOR
BEFORE THE ACTIVITY
Marked court with a high net or rope. A neutral zone 1m each side of net.
accurate throws for easy catches.

field coverage.
mobile fielders including base players who do not fix themselves to
one spot.
Large/small balls.
VARIATIONS
Use a tee hit or hitting a pitched ball instead of throwing.

Have a 5th base in the centre of the diamond where the ball is passed last
to call stop.
Throw only from 1 to 2 to 3 etc. with the runner out as soon as the ball is
held by a base player touching the base in front of them.
DURING THE ACTIVITY
Two teams of four or five spread out on each side of a net.

Teams throw the ball over the net to try and make it hit the ground in
their opponents court.
Two passes may be made before the ball is thrown over the net.
The ball must be thrown upwards over the net.
Teams serve alternately from the baseline.
Players must keep one foot still when in possession.
LOOK FOR
court coverage.
VARIATIONS
Make it compulsory to make two passes before the ball is thrown over the
net. If the ball is dropped it is a point to the opponents.
10
CATCHING RAKAU
CATCHING RAKAU
ACTIVITY 166 TITI TOREA (SHORT STICKS)
ACTIVITY 167 TIRA (LONG STICKS)
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Short sticks made from magazines.
Long sticks made from rolled newspapers/flax sticks about three quarters the
height of the child.
Music.
Music.
DURING THE ACTIVITY
In pairs facing each other kneeling a short distance apart.
With one stick each who can ...?

pass the stick from one hand to the other keeping it vertical/horizontal.
pass from your right hand to your partner s left hand.
pass from your left to partners right.
pass from right to right.
pass from left to left.
With two sticks each:
repeat the above.
pass both sticks straight across, one passing inside, the other outside.
pass left to left then right to right.
Set up a rhythm:
Tap the floor tap the sticks together and pass.
Pairs create a short sequence and repeat it several times to music.
LOOK FOR
pass with a slight lob.

watch the stick being caught.
establish a rhythm.
DURING THE ACTIVITY
In a circle, one stick each:

hold the stick vertically in the right hand tap the floor and pass to your
partners left hand.
pass with your left to your partner s right.
pass left to left/right to right.
With two sticks each:
tap the floor tap together pass both.
tap the floor tap together pass the stick in your right hand to your
partners left at the same time passing the one in your left hand to your
own right hand.
In pairs or small circles create a short sequence and repeat it several
times.
LOOK FOR
pass with a slight lob.

watch the stick being caught.
work to a rhythm.
11
TRAPPING
ACTIVITY 168 EXPLORING TRAPPING WITH THE FEET/A STICK

BEFORE THE ACTIVITY
Large balls or hockey sticks and small balls.

Grass or hard area with even surface.
Stop a ball passed by your partner and pass it back

Stop a ball passed by your partner to your left/right and pass it back.
Stop the ball, pass it back and move to a different place for the next pass.
How many passes and stops can you do in 30 seconds?
With a ball each pass and stop without the balls colliding.
Set up a goal with two markers. One rolls and the other defends by
stopping the ball. Keep the competition fair by adjusting the width of the
goal and the distance rolled.
LOOK FOR
DURING THE ACTIVITY
Spread out in a defined area with a large ball each or a stick and small ball.
Dribble the ball slowly and stop it on the signal.

Dribble, stop on the signal and dribble in a different direction.
Roll the ball, run round in front and stop it.
Dribble along lines and stop it on each corner.
Dribble freely and stop the ball on every line you come to.
Dribble freely or along lines. When you meet someone both stop your ball
then dribble the other persons ball away.
Pairs with a large ball or with a stick each and a small ball.
eyes on the ball.

move to the path of the ball.
position the body.
head over the ball.
use arms for balance.
soft contact so that the ball stops on the spot.
angle the foot/stick down.
FOOT TRAPPING
Using inside, outside and sole of foot.

Using both left and right foot.
STICKTRAPPING
Hold left hand at top, right hand about halfway down.

Flip stick over for left hand side stops.
12
TRAPPING
TRAPPING
ACTIVITY 169 EXPLORING TRAPPING
ACTIVITY 170 BUS STOPS
WITH THE BODY
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Large balls.
Grass or hard area.
Large balls, or sticks and small balls.

Level grass or hard surface.
Hoops/chalk.
DURING THE ACTIVITY
With a ball each, spread out in a defined area.

Who can throw the ball up and control it with part of your body before
catching it?
How many parts can you use other than hands to control the ball?
Can you touch the ball with two parts before catching it?
Pairs with a ball spread out in a defined area.
How many ways can you stop a ball bounced or lobbed on the full?
Can you stop with your shins/thighs/abdomen/chest (hands crossed
over)/forehead?
Can you make the ball drop straight to the ground?
Can you stop a ball lobbed over a net or other obstacle?
Can you control the ball with a body part then catch it?
LOOK FOR
eyes on the ball.

move to the path of the ball.
present the body part.
relax.
withdraw to cushion.
DURING THE ACTIVITY
A course marked out with hoops or chalked circles as bus stops

numbered in order.
A ball or stick and ball each in groups of two or three.
Players in turn dribble/kick/hit the ball round the course stopping on
each bus stop.
How quickly can you do it?
LOOK FOR
over the ball to stop it.

VARIATIONS
After the ball is stopped run once round the bus stop before moving on.
Put a ball on each bus stop. Players exchange the balls and move on.
The second player starts when the first reaches stop three.
13
TRAPPING
TRAPPING
ACTIVITY 171 ALTERNATE STOPPING
ACTIVITY 172 TRAP PASS FOLLOW
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Large balls or sticks and small balls.
DURING THE ACTIVITY
DURING THE ACTIVITY
Four players in free formation.

Player with the ball passes to another then follows the ball to that
position. The receiver traps the ball, passes to another player and follows.
This continues until all players have received a pass. The last player then
passes to the first and they continue passing in that pattern.
In pairs with a ball or sticks and a ball at one end of a defined area.
Player 2 slightly ahead of player one.
Player 1 passes to 2 then runs to be slightly ahead of 2.
Player 2 passes to 1 then runs to be slightly ahead. Pass a given number of
times before reaching the other end.
LOOK FOR
moving to path of the ball.

soft contact.
VARIATIONS
Vary the flight of the ball.
LOOK FOR
eyes on the ball.

moving to the ball.
soft contact.
VARIATIONS
Pass both ways around the pattern.

Start a second/third ball.
After passing, move anywhere to a new position.
14
TRAPPING
TRAPPING
ACTIVITY 173 TOWER BALL
ACTIVITY 174 SIX AGAINST SIX
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Markers.
Cone or similar, hoop.
DURING THE ACTIVITY
DURING THE ACTIVITY
A large marked circle with a target in a small circle/hoop in the centre.

A group of five or six with one in the centre as a guard, the others as
attackers outside the circle.
Players around the circle attempt to hit the tower in the centre. They
should pass the ball around and use feinting to beat the defender. The
defender must keep out of the centre circle.
Change the defender each time the target is hit.
LOOK FOR
eyes on the ball.

quick stop and pass.
A marked area.
A goal line at each end divided into three goals with markers.
Two teams of six, three as goalies. The other three as rovers.
Start at the centre. A goal can be scored in any of the three goals. After a
goal the nonscoring team takes the ball from their goal line. When a ball
is intercepted the other end is attacked. Change keepers and rovers after
about three minutes. A goal can only be scored below waist height. For
safety use nocontact rules for tackling and dribbling.
LOOK FOR

soft contact.
covering space.
VARIATIONS
Adjust the area to suit skill.

Have only four goals one in each corner.
Have four rovers and introduce a second ball.
15
K I W IS P O R T
Fundamental Skills
BALL CONTROL
ball control
BALL CONTROL
This section contains those which are pertinent to ball control. They are grouped for
Controlling a ball with feet or stick.
Hand dribbling and bouncing.
The activites are generally arranged from the simplest to the most complex.
ball control
CONTROLLING A BALL WITH THE FEET AND/OR HOCKEY STICK
ACTIVITY 126 EXPLORING FOOT/STICK CONTROL
ACTIVITY 127 CONE CIRCUIT
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Large ball or hockey stick and small ball each.
Large ball each or stick and small ball each.
Grass or hard area.
Markers.
Markers.
DURING THE ACTIVITY
DURING THE ACTIVITY
Freely spaced in a defined area.
Set up the markers in a circuit/triangle/square/circle.

Players, each with a ball or stick and ball are spaced evenly.
They dribble the ball in a given direction around the markers.
Guide children to explore with

Can you . . . . ? or Who can . . . . ? or
Show me how you can . . . . .
LOOK FOR
move the ball with your feet/stick and keep it close to you while standing
still/walking/jogging.
use the inside/outside/top and sole of your feet or turn the stick over to
contact the ball on the other side.
stop the ball and then continue.
change direction.
dribble along a line.
change speed without stopping.
dribble in circles, squares, zig zags etc.
stop and turn in different ways.
keeping the ball close.

touching the ball with the feet or guiding with the stick.
control before speed.
see the ball see others.
VARIATIONS
Change direction on the signal.

Try to pass the person in front without upsetting them.
Make it a relay with teams of two.
LOOK FOR

touching the sides of the ball.
balance and control.
ball control
CONTROLLING A BALL WITH THE FEET AND/OR HOCKEY
ACTIVITY 128 DRIBBLE SLALOM
ACTIVITY 129 SHADOWS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
One large ball each or a stick and ball each.
Markers.

DURING THE ACTIVITY
Children in pairs randomly spaced in a defined area.

One player dribbles in any direction and their partner follows, trying to
keep close. When change is called, they reverse roles.
LOOK FOR
touching the ball.

seeing the ball, seeing others.
DURING THE ACTIVITY
Markers set out in slalom courses.

Groups of two or three with a ball or stick and small ball.
First player dribbles zigzag up and back then the next player goes.
LOOK FOR
VARIATIONS
Partners dribble side by side.

Add obstacles to dribble around.
When leader calls stop, pairs standing within 3 metres of each other
receive a point.

using different parts of the feet or turning the stick.
seeing the ball, seeing the cone.
VARIATIONS
Zigzag one way, straight dribble the other.

Circle each marker in turn.
Hold a relay race.
ball control
ACTIVITY 130 LOTTO
ACTIVITY 13 DOGS AND SHEEP
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Grass or hard area.
Ball each or stick and ball each.
Large ball each or stick and a ball each.

DURING THE ACTIVITY
Each with a ball or stick and small ball, freely spaced.

Players close their eyes. The teacher taps half the players on the shoulder
who become dogs, while those not tapped are sheep. On the signal
they open their eyes and dribble the ball barking or bleating accordingly,
congregating with their own kind, until there are separate groups of dogs
barking and sheep bleating.
DURING THE ACTIVITY
LOOK FOR
Freely spaced, everyone with a large ball or stick and small ball in a
defined area.
The players dribble freely. When a number is called they form groups of
that number and dribble in a small circle. They are then told to spread out
and another number is called.

seeing the ball and seeing others.
controlled change of direction.
LOOK FOR
VARIATIONS
Any other animal or machinery noises.

Increase the number of noises.
using all parts of the feet or using both sides of the stick to guide the ball.
VARIATIONS
Instead of dribbling in small circles follow a leader in groups of the

number called.
ball control
ACTIVITY 132 COMPASSES
ACTIVITY 133 TRIANGLE DRIBBLE
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Large balls or sticks and balls.
One ball each or a stick and ball.
Grass or hard surface with four straight boundaries.
Three markers per group.

Grassed or hard area.
DURING THE ACTIVITY
Boundaries are named north, south, east and west. Players freely spaced
with a large ball or stick and ball each. When a direction is called they
dribble that way until the next call. Change the call frequently.
LOOK FOR

moving to space.
VARIATION
Use nautical terms ahead, astern, port and starboard.

Name the corners northwest, southeast, southwest and northwest to
increase the number of directions to call.
DURING THE ACTIVITY
Teams of three standing in line behind three markers set in a triangle.

The first player dribbles the ball around the triangle in a clockwise
direction. The whole team then dribbles around the triangle. The second
player then dribbles round the triangle alone followed by the whole
group. Continue with the third player, then repeat several times.
LOOK FOR
stopping the ball with the foot/stick and turning at the markers.
VARIATIONS
Alternate the direction round the triangle.

Vary the size of the triangle.
ball control
ACTIVITY 134 DRIBBLE AND PASS
ACTIVITY 135 DRIBBLE TAG
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
A large ball and four markers for each group of four or a stick each, a small ball
and four markers for each group.
Grass or hard area about one third of a netball court.
Grass or hard area.
Large ball each or stick and small ball each.

Bibs or bands.
DURING THE ACTIVITY
One or more selected as taggers with a bib or band.

All dribble freely tagger/s attempt to tag others as they dribble and still
keep control of their ball. When a tag is made the players change roles.
LOOK FOR
DURING THE ACTIVITY
Markers set out in a square. A player stands by each one of them, one
with the ball. That player dribbles round the square passing to, and
receiving from, the other players as they go.
Next player then dribbles.

use of space.
fair play.
VARIATIONS
Increase the number of taggers.

Allow anyone to tag anyone and see how many tags they can make.
LOOK FOR

seeing the ball and seeing others.
ball control
ACTIVITY 136 DUCK SHOOTING
ACTIVITY 137 BURGLARS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Grass or hard area.
Two distinguishable large balls or a stick and two small balls.
A large ball for each four or a stick each and a small ball for each four.
A marker for each group of eight.

DURING THE ACTIVITY
Players in fours with a ball in a defined area.

Two of the four dribble and pass the ball to see how long they can keep it
away from the other pair who try to steal the ball. If a ball is stolen that
pair see how long they can keep it away from the first pair. No body
contact.
LOOK FOR
DURING THE ACTIVITY
dribbling with both feet.
Two teams of four in a marked area about half a netball court with the
marker in the centre.
One team spaced in the area with a ball.
The other team in pairs behind the base line with a ball.
The first pair attempt to dribble their ball around the marker and back.
The team in the square attempts to roll their ball to hit the ball being
dribbled. They must stand still when in possession.
When a hit is made the dribbler who last touched the ball passes it to
their partner and sits down to form an obstacle. If the ball is hit again that
player sits down and the ball is given to the next pair to start. A point is
scored each time a ball is dribbled around the marker and back over the
base line.
stopping and changing direction.
passing to a space.
fair play.
VARIATION
To make it easier, play three versus one.

Play three versus three.
Enlarge or decrease the area.
Place several pairs of markers about 1 metre apart as gates. See how
many gates the dribblers can get through in a set time.
LOOK FOR
dribbling and protecting the ball.

working in pairs.
fair play.
ball control
ACTIVITY 138 SPIDERS
ACTIVITY 139 DRIBBLING ROUNDERS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
One ball and one hoop per pair or a stick each and a small ball and a hoop per
pair.
Grassed or hard area with a boundary.
DURING THE ACTIVITY
Groups of six.
A marked area.
Three players (spiders) each place a hoop (web) in the area and stand in
it. On go the others dribble around the area. The spiders are allowed to
hit/kick the ball away as long as one foot remains in the web. On stop,
stop the ball dead. On go, move in a different direction. On change,
change roles.
LOOK FOR
Two large balls or a stick each and two small balls.

Five markers two large bases.
DURING THE ACTIVITY
Two teams of about six one fielding, one lined up.

Two balls on the home base.
The first person in line throws/kicks/hits one of the balls into the field of
play from the home base then starts dribbling the other ball round the
markers 1, 2 and 3 to try and get back home before STOP is called. The
fielder who stops the ball passes it to the fielder on the fielders base who
then dribbles it round markers 4 and 5 and back to the fielders base to
call STOP. Whichever team gets their ball back first scores a point.
using both the outside and inside of the foot or turning the stick to touch
the ball on both sides.
see the ball, see others.
LOOK FOR
VARIATIONS
VARIATIONS
The hoops are placed in a circuit and the dribblers attempt to complete it
without their ball being kicked/hit away.
Score a point for every marker passed before STOP is called.
straight line dribbling.
controlled turns.
ball control
HAND DRIBBLING AND BOUNCING
ACTIVITY 140 EXPLORING HAND DRIBBLING AND BOUNCING

BEFORE THE ACTIVITY
Large ball for each child.

Markers, hoops.
Music.
Hard surface area (level).
DURING THE ACTIVITY
Children spread out in a defined area, each with a large ball.

Feel the ball, run fingers over it, push the ball with hands, try and squash
it out of shape. Roll the ball with hand/foot/knee/shoulder/elbow/
head/nose.
Roll ball over body, head to toe, make body into shape of ball.
Bounce while sitting. Holding ball in both hands push ball down, catch
return. Use a pushing motion with relaxed fingers.
Progress to kneeling then standing, maintaining eye contact with ball.
Hold ball in both hands, feet shoulder width apart. Ball at waist height.
Bounce continuously from a stationary position.
Bounce while stepping side to side while turning.
Bounce ball with one hand only change to other hand.
Bounce with one hand varying the height.
Bounce ball around body.
Bounce ball through legs front to back, follow with back to front.
Bounce ball while walking/jogging/running.

Bounce ball with alternate hands while travelling.
Bounce the ball along a line in hoops.
Bounce in a restricted space with others.
Bounce to music/rhyme/song.
Move with a fast dribble and slow feet.
Move with a slow dribble and fast feet.
LOOK FOR
relaxed fingers.
a pushing action with the finger pads.
head up seeing around.
meeting the ball with the fingers not chasing it.
VARIATION
Make up a bouncing sequence of your own or make up one with a

partner.
10
ball control
ACTIVITY 141 HOOP BOUNCE
ACTIVITY 142 CLOCK DRIBBLE
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
A large ball and a hoop per child.
One ball and one hoop per child.
Hard or grass surface.
Grass or hard area.
DURING THE ACTIVITY
DURING THE ACTIVITY
Hoops spaced at random within defined boundaries.

Holding a ball move (run, hop, skip) avoiding others. When a number is
called stop at a hoop and bounce the ball that number of times in the
hoop before moving off.
Circle of hoops. Players stand on the outside, one at each hoop.

Each student bounces the ball continuously in the hoop. On the call of a
number and left or right, eg. three right, they pass the balls round the
circle person to person the named number of places, then continue to
bounce.
LOOK FOR
relaxed hands.
pushing action with fingers.
LOOK FOR
relaxed finger pushing action.

balanced body position.
VARIATIONS
Bounce the ball in a hoop to a recited rhyme.

Bounce the ball into a hoop for a partner to catch.
Designate, left, right or both hands.
VARIATIONS
Bounce the ball to a musical rhythm then pass the ball when the music
stops.
11
ball control
ACTIVITY 143 TYRANNOSAURUS
ACTIVITY 144 FREEZER
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
One ball each.
One large ball each.
Grass or hard area with a safe line.
Open defined area, flat surface.

DURING THE ACTIVITY
Random groups with a leader.

Bounce the ball using variations suggested by the leader (bounce with
left/right hand/forwards/ sideways/ high/low/fast/slow). When the
leader calls freeze, students hold their ball and freeze as quickly as
possible.
LOOK FOR
frequent changes of leaders.

relaxed hands.
DURING THE ACTIVITY
One child without a ball is the tyrannosaurus.

Other children freely spaced dribble the ball for as long as possible
either stationary or moving. If a student loses control of the ball, they call
tyrannosaurus. All then run and try to cross the safe line before being
tagged by the tyrannosaurus. Choose a new tyrannosaurus and the game
begins again.
LOOK FOR
relaxed dribble.
head up seeing around.
not touching others.
12
ball control
ACTIVITY 145 BROOMS AND BRUSHES
ACTIVITY 146 DRIBBLE AND FIRE
BEFORE THE ACTIVITY
A large ball each.
A large ball and a target (ground, wall, container) for each pair.
Hard area.
Grass or hard flat area.
DURING THE ACTIVITY:
A marked area divided in two with a safe line at each end.

Two teams Brooms and Brushes one in each half, everyone with a ball.
Bounce the ball within their area. When a leader calls Brooms or
Brushes, the team named stops bouncing, gathers their balls and runs
over their end safe line before the opposing team can tag them. When
caught they join the opposite team. The pursuers can drop their ball to
chase.
DURING THE ACTIVITY
In pairs about 10 metres from a target.

The first player dribbles the ball towards the target (changing hands at
least three times) and when 3 metres away, throws the ball at the target,
collects the ball, dribbles back to the partner who then dribbles the ball,
throws and collects the ball to complete the sequence.
LOOK FOR:
safety when chasing.

VARIATION:
Move round while bouncing.

When Brushes or Brooms is called, both teams must continue to dribble
while running away or chasing.
LOOK FOR
eyes on target.
VARIATION
Use a third player to collect the ball and dribble back to the next player.
The player who has just thrown becomes the new collector.
13
ball control
ACTIVITY 147 BALL WALKING
ACTIVITY 148 DRIBBLE TAP
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
One ball per person.
One ball each.
Flat area with a defined boundary.
Area about onethird the size of a netball court.

DURING THE ACTIVITY
Randomly spaced each with a ball.

Each player starts with ten points. Players dribble and keep control of the
ball while attempting to tap the ball away from others. If your ball is
tapped away you lose a point, if you tap a ball away, you gain a point.
LOOK FOR
DURING THE ACTIVITY
With a ball each, freely spaced.

Dribble with the preferred hand. As they step forward with the opposite
leg, push the ball between the legs to bounce up to the other hand. Keep
walking and keep the ball bouncing through the legs all the time.
head up looking around.

continuous movement.
fair play and honesty in keeping score.
LOOK FOR
rhythmical walk and bounce.

relaxed action.
VARIATIONS
Along a line.
Around markers.
14
ball control
ACTIVITY 149 EDEN BALL
ACTIVITY 150 FOUR SQUARE
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
One large bouncy ball per group.
One large ball per team.
Hard surface circles, painted on the ground as shown in diagram. Chalk circles
or hoops are an option. The circles about 1m in diameter and 4m apart but
make adjustments according to ability.
Hard surface squares painted

on ground or chalk lines will do.
DURING THE ACTIVITY
DURING THE ACTIVITY
The server stands behind number 4 circle and throws the ball to bounce into any
other circle. The ball must be caught after the first bounce by the player covering
that circle. That player then throws to another circle. The game continues until a
player throws the ball outside a circle or drops the ball and is out. When out the
player moves to the waiting line. Incoming players go to circle 1, and others
rotate to fill the gap. The aim is to progress to and stay in circle 4.
Groups of five or six.

Number 4 bounces the ball in the serving area and hits it into any of the
other three players courts.
Play continues until someone makes an error. That person then drops out
and goes to the end of the waiting line.
Players rotate to fill the gap left and the next waiting player comes into
the game at position one.
RULES
Rules
On the line is in.
One step in any direction is allowed from where the ball is caught.
Ball must bounce above knee height.
The ball must be hit with both hands

fingers pointing down.
The ball must bounce before it is hit.
The ball cannot be caught or held.
If the ball bounces on the line or outside the court the hitter is out.
The ball may only bounce once before being hit.
VARIATIONS
LOOK FOR
Add a rule that the ball must not bounce above head height.
Last player in waiting line may act as an umpire.
Keeping the team small to ensure children get many turns and are not
standing around waiting.
15
K I W IS P O R T
Fundamental Skills
LOCOMOTION ACTIVITIES
WA L K I N G
Locomotion activities
walking
WALKING
This section contains those which are pertinent to walking. They are grouped for:
Exploring walking.
Walking to a rhythm.
Walking in water.
The activities have been selected with schools specifically in mind, but an input of
childrens learning and play at any time lunch time, after
school, sports training, holiday programmes and at
home.
Parents and others who play with children
in informal situations should find the
walking
EXPLORING WALKING
ACTIVITY 1 CAN YOU WALK?

BEFORE THE ACTIVITY
Grass or hard area.

No equipment.
DURING THE ACTIVITY
Children spread out in a defined area.

Children respond to the questions. Can you
walk.....? or Who can walk.....?
forwards/backwards/sideways.
fast/slow.
on toes/heels.
tall/small/middle.
touching ground markings with the hand.
to a beat or rhythm.
freely/in a circle/zig zag/on a line.
between obstacles/in and out of trees/
around buildings.
up, down and across slopes.
on asphalt/grass.
like mother/father/the dog.
as if in rain/a wind/the dark.
with small and large steps.
fast over a short distance.

in shapes of objects or animals.
keeping together in small groups.
changing direction on the signal.
following a leader.
varying speed.
round, under, through, over objects in the
playground.
round a given circuit.
while clapping.
like a machine.
on the spot/moving.
beside/behind a partner.
in straight lines, curved lines.
making shapes, letters, numbers, words.
in new places, eg. a nearby park or farm.
bouncing a ball.
through a hoop.
under a rope.
through a turning rope
in funny ways Who is funniest? Can we
copy?
in a very small area without touching.
in 3, 4, 5 different ways.
LOOK FOR
the opportunity to reinforce creativity.

the confidence to experiment.
fun for all.
walk tall, walk relaxed.
opposite arm and leg action.
heel-toe action.
walking
EXPLORING WALKING
EXPLORING WALKING
ACTIVITY 2 LINE WALKING
ACTIVITY 3 SPIRALS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Mark out chalk lines using a variety of pathways, eg. straight, curved, angular.
Hall, grass, hard surface, classroom.

DURING THE ACTIVITY
Children in a circle, all holding hands, leader also in the circle.

Leader drops the hand of one partner.
Leader begins walking inwards as the circle gets smaller and a spiral is formed.
When leader reaches the centre of the spiral they turn around and begin leading
in the opposite direction out of the spiral between the lines of children. Keep
walking until everyone is out of the spiral.
LOOK FOR
DURING THE ACTIVITY
Children walk briskly exploring all possible pathways.

LOOK FOR
balance.
walking tall, relaxed.
keeping hands joined and not pulling.

steady relaxed walk.
VARIATIONS
As above without joining hands, ie.

following the leader.
As above with music, keeping to
the rhythm.
VARIATIONS
Walk fast/slow.
Long/short steps.
Heavy/light.
walking
EXPLORING WALKING
EXPLORING WALKING
ACTIVITY 4 FOLLOW THE LEADER
ACTIVITY 5 SPEED UP SLOW DOWN
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass, hall, hard surface.
Course or boundary line to move to and from.
DURING THE ACTIVITY
In a defined area.
Teacher or pupil as leader. Children follow the leaders speed, direction, arm
movements, type of walk, march etc.
WALK
forwards, backwards, sideways, along a line, in curves, in a zig-zag.

low, tall, on toes, on heels, fast, slow, big steps, small steps.
with feet close together, with feet wide apart.
knees lifted high in front.
legs kicked out straight in front.
on the spot.
pushing arms above head.
pushing arms out to sides at chest height.
pushing arms forward at chest height.
circling arms forwards across body.
punching upwards, forwards and sideways, arms extended overhead and out to
side.
DURING THE ACTIVITY
Children in pairs or groups of three or four.

One person in each group is the pace setter, the remainder of the group walk
along at the same pace.
Pace setter changes the pace from very slow to slow, to medium, to fast and back
again.
Change the pace setter after one circuit of the course or one lap to the boundary
and back or according to teacher direction.
LOOK FOR
LOOK FOR
arm movements to reinforce close link between arm and leg action in comfortable,
relaxed walking.
keeping the group together.

heel toe action.
maintaining walking action at speed.
VARIATIONS
VARIATIONS
Children follow a leader but walk together as a loose group.

Pairs or small groups.
Leaders change the pace but may also vary the type of walk.
Alternate walking with some other activity.
walking
EXPLORING WALKING
EXPLORING WALKING
ACTIVITY 6 POINT TO POINT
ACTIVITY 7 MEMORY CHALLENGE
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Marker cones if no convenient landmarks are available.

Outside area, a starting area from which a widespread grassed area is visible.
An outdoor area visible from the starting position, or it can be done indoors on a
smaller scale.
DURING THE ACTIVITY
Children in pairs teacher to have identified three points or landmarks visible

from the starting area and up to 50 metres apart, eg. 1) the rugby goal post 2) the
pine tree in the corner 3) the caretakers shed 4) HOME.
Teacher tells children the points or has them written on a card or chart.
All start walking on-the-spot.
On Go the first child of each pair walks to the first point, (eg. rugby goal post),
on arrival one arm is raised which is the signal for the partner to start.
First person then begins doing an activity on-the-spot such as jogging or twisting.
When second person arrives they start doing the on-the-spot activity while the
first person walks to the next point, eg. the pine tree, raises an arm to signal partner
to start and then begins an on-the-spot activity.
This sequence continues until both partners have been to each of the specified
points and have returned to the starting point.
The second person then has a turn at being leader. They could
repeat the same sequence.
reverse the order.
be given a new set of points.
DURING THE ACTIVITY
Free formation.
Teacher gives two, three or four activities to do either in the order given or in any
order. Children must listen carefully before moving.
Keep instructions simple for juniors. Extend seniors with more complicated
instructions.
Example 1
Walk to and touch three trees, then walk sideways to the jungle gym, then jog around
the jungle gym and back home.
Example 2
Walk to and touch three trees, walk along two sides of the netball court, walk to the
nearest fence, jog back home.
LOOK FOR
walk tall relaxed heel-toe action.

maintaining walking action at speed.
LOOK FOR
VARIATIONS
tall relaxed walk heel-toe action.

arm action.
Balance a bean bag on the head.

Work in pairs and give two or three extra instructions.
VARIATIONS
Children make up their own on-the-spot activities.

Children make up their own point-to-point sequence.
Teacher could prepare several cards with different sequences, children work in
small groups with one card for each.
walking
EXPLORING WALKING
EXPLORING WALKING
ACTIVITY 8 MOOD WALKING
ACTIVITY 9 RAIL CARS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Any smooth surface.
Court with a variety of markings.
Suitable music.
Ribbons.
DURING THE ACTIVITY
Spread out in a defined area.

Walk according to feelings nominated by the children happy/sad/excited/
frightened/angry etc.
Walk to exciting music (Peer Gint, Creative Walking). Moving in the way
it makes you feel. Use your arms to help.
LOOK FOR
walking with flow.

walking to the feel of the music, not necessarily the beat.
VARIATIONS
Use ribbons or pois or ribbon balls.

Make up patterns to move in.
Create a movement story based on walking.
Guess how I feel. A nominated child or a small group expresses a feeling
by the way they walk. The others guess and then copy.
DURING THE ACTIVITY
Spread out on court markings.

Using the lines on the court,
see how far you can walk without retracing a line.
Players can only pass when moving in opposite directions.
Allow jumping from one line to another.
LOOK FOR
head up.
all round vision.
co-ordinated arm and leg action.
VARIATIONS
Change the type of walk every time a corner is turned.

Pairs or small groups holding a skipping rope make a train.
walking
EXPLORING WALKING
WALKING TO A RHYTHM
ACTIVITY 10 KAKAPO NESTS
ACTIVITY 11 RHYTHM WALKING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
A drum or some other rhythm instrument or a tape of various rhythms or a

keyboard with rhythms.
Blindfolds.
Cones, rope, milk containers,
empty drink containers etc.
DURING THE ACTIVITY
Beat a rhythmical pattern on a drum. Children walk in time to the beat.

Beat with a strong beat followed by three softer beats eg. 1234 1234.
Change speed and placing of strong beat.
Add an emphasised arm action on the strong beat.
DURING THE ACTIVITY
Obstacles set out as kakapo nests in a restricted area.

In pairs, one is blindfolded, the other verbally directs them on a course
through the area, left, right, big step, small step etc.
Can you do it without stopping?
Change roles.
LOOK FOR
balance.
safety factors no collisions.
best use of space.
VARIATIONS
LOOK FOR
emphasis of the strong beat.

relaxation.
rhythmical movement.
VARIATIONS
In small groups the leader claps or beats

the rhythm for others to follow.
Make up a walking sequence of
your own to the beat.
Add claps or finger clicks.
Walking to a Rhythm
Use empty drink cans as obstacles (eggs). When a can is knocked over an
egg is broken. How few are broken?
walking
WALKING TO A RHYTHM
ACTIVITY 12 MARCHING ON
LOOK FOR
THE
SPOT
BEFORE THE ACTIVITY
A rhythm instrument/s.
DURING THE ACTIVITY
Beat out a set number of beats.

Children march on the spot to a rhythmical pattern, eg
123456
Start L, R, L, R, L, R Stop. Repeat.
Get them to start and stop in time with the beat.
Face in a different direction for each repeat.
Intersperse walking on the spot with
moving.
As above, changing direction each time while walking on the spot.
Work in pairs.
Clap own rhythms.
Children lift one bent leg upwards and clap underneath it, then lift the other
leg and clap underneath it.
Teacher may need to call out the rhythm. Lift and clap Lift and clap.
Try moving forward and backward.
Lift one knee and clap under it, then lift the other knee and clap over it.
Rhythm call lift and under, lift and over.
Instead of clapping underneath, gently slap hands on the top of the knee.
Click the fingers beside the lifted knee. Rhythm call lift and click left, lift
and click right.
Combinations. Vary the hand patterns. eg:
One clap under left and one clap over right.
One slap on top left and one slap on top right.
One click beside left and one click beside right.
emphasis on waist height arm swing.

a good knee lift.
a relaxed natural head position.
keeping as upright as possible.
a steady rhythm.
VARIATIONS
In small groups beat out and move to their own patterns.
walking
WALKING TO A RHYTHM
ACTIVITY 13 WALKING IN WATER

ACTIVITY A
ACTIVITY D
ACTIVITY G
Walk across the pool in groups of three.

Progress to pairs and individually.
Hold a kick board, ball.
Walk in time to music with an emphatic beat.
Walk around the pool in a circular formation to make

a whirlpool.
Once whirlpool is established, some children may
float with the flow.
LOOK FOR
Least confident child in the middle.
LOOK FOR
Amall steps.
Having fun.
Using arms to balance.
VARIATIONS
ACTIVITY B
Walk using a wide sideways swing of the leg.
Musical Bobs whenever the music stops bob under,

blow bubbles, then up again. Continue walking.
LOOK FOR
Arms to maintain balance.

Keeping clear of others.
VARIATIONS
Two person relay across the pool and back.

ACTIVITY C
Walk independently using giant strides.

Walk forwards, backwards, sideways.
Change length of stride on signal.
LOOK FOR
Arm action to stabilise upper body
ACTIVITY E
LOOK FOR
Body lean, hands assisting.

ACTIVITY H
Walk in formations, eg. one large circle, concentric

circles, spirals, waves.
Walk in chest- deep water.

Begin with hands reaching forward for stability, then
progress to hands trailing, then placed behind the
back.
LOOK FOR
LOOK FOR
ACTIVITY I
Accentuated forward body lean.
Use any suitable dry land walking activities.
Balance.
Steady movement.
ACTIVITY F
Walk backwards, stabilise on the spot, walk forwards.

Walk to given count, eg. four back, four on the spot,
four forward.
Add music.
Make up a forward, backward, sideways sequence,
individually or in groups.
LOOK FOR
Change of position of the upper body.
10
K I W IS P O R T
Fundamental Skills
RUNNING
running
RUNNING
This section contains those which are pertinent to running. They are grouped for:
Running efficiently.
Dodging, swerving, evading.
Quick starting.
Sustained running.
Changing pace.
Running in shallow water.
professional skill and judgement is needed to ensure lively and relevant
programmes. Decisions will need to be made on when and how the activities
are used and what modifications are needed to match age and ability.
The activitites also fill a need outside class programmes. They are useful
for childrens learning and play at any time lunch time, after
school, sports training, holiday programmes and at home.
Parents and others who play with children in informal
situations should find the ideas particularly helpful.
running
RUNNING EFFICIENTLY
ACTIVITY 14 EXPLORING RUNNING

BEFORE THE ACTIVITY
Grass, hard area.

DURING THE ACTIVITY
Children spread out in defined area.

Explore by asking Can you run.....? or Who can run....?
fast over a short distance.

in shapes of objects or animals.
keeping together in small groups.
changing direction on a signal.
forwards, backwards, sideways.
following a leader.
varying speed.
over/along lines.
around, under, through, over objects.
around a given circuit.
while clapping.
like a machine.
on the spot/moving.
beside/behind a partner.
making your very own path.
uphill/downhill.
making up own patterns eg. 6 steps forward, 3 left, 3 back, 4 right or 10
steps fast, 5 slow, 5 medium, or trace out numbers, letters, words.
concentrating on relaxing run loose.
along a straight line.

following a leader in a line of four or five. On signal leader drops to back
of the group and the next takes over.
to destinations on a set circuit equate a certain number of laps to known
destinations eg. 1 lap = school gate, 3 laps = corner shop,
10 laps = Marys home etc
tall with knees high/driving legs.
bouncing a ball.
under a rope.
through a hoop/a turning rope.
leaning forwards change to leaning backwards.
in funny ways Who is funniest? Can we copy?
in many different ways.
to touch a series of named objects a tree, a line, a fence, a goal post.
imitating TV characters.
in small spaces without touching anyone.
LOOK FOR
feeling light.
sounding quiet.
feeling tall.
innovation by children.
running
RUNNING EFFICIENTLY
RUNNING EFFICIENTLY
ACTIVITY 15 KIRI SAYS!
ACTIVITY 16 FOLLOW ME
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Playground, preferably with fixed equipment.
DURING THE ACTIVITY
Spread out in a defined area with Kiri identified. Kiri calls instructions to
the group. If the instruction begins with Kiri says the group do what is
said. If the instruction does not begin with Kiri says they continue as they
were doing. How few mistakes can you make? Kiri may ask the students to
run quickly, slowly, heavily, or lightly, with short or long strides, with a
forward body lean, upright, in pairs or groups, with straight legs or arms
etc.
LOOK FOR
running tall/relaxed.
eyes open not touching others.
VARIATIONS
Work in pairs or small groups.

Use activities other than running.
DURING THE ACTIVITY
Small groups in single file in a defined area.

Leaders lead the group on a route of their choice around the playground,
up ramps, around trees, over obstacles, up and down steps, along lines
etc.
On signal back person runs up to lead.
LOOK FOR
light, quiet, quick movements.

keeping the group together.
VARIATION
Run to musical beat.
running
RUNNING EFFICIENTLY
RUNNING EFFICIENTLY
ACTIVITY 17 MIDNIGHT
ACTIVITY 18 CHANGING SPEED
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Marked large circle with a small circle in centre.
Cones or other markers or existing lines.
DURING THE ACTIVITY
DURING THE ACTIVITY
Children spaced around the large circle.

When a shared factor is called, eg. birthday month, those children sprint around
the circle, return to their starting points and then try to reach the centre circle
first. On the call Midnight all runners race off.
Markers at 10 metre intervals.

Children line up in waves.
On go the first wave runs fast to the first marker, slow to the next, fast to the
next etc.
Second wave starts when the first wave reaches the first marker.
LOOK FOR
keeping sprinting style when under pressure.

running with a slight lean in towards the circle.
keeping arms bent.
safe passing.
safety when entering the inner circle.
VARIATIONS
Number children in threes or fours and call numbers.

Use Maori numbers.
LOOK FOR
run tall, arms bent and relaxed. Drive arms and knees up to increase speed
again.
VARIATIONS
Run around a circuit with marked intervals.

Run around the circuit changing speed on the signal.
Small groups follow the leader.
Change the intervals to suit the runners.
running
RUNNING EFFICIENTLY
ACTIVITY 19 HALF
AND
RUNNING EFFICIENTLY
HALF RELAYS
ACTIVITY 20 FIREMANS BUCKET
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Marker cones or pegs if there are no lines.
Cones, hoops, or lines to use as markers.
Hall, grass, hard surface, a starting line and a boundary line 3-8 metres apart.
Hall, grass, hard surface, running distance 5-6 metres.
DURING THE ACTIVITY
Children in fours two at the starting line and two at the boundary line facing
each other.
1 runs to tag 2 and stays there.
Repeat until all children are back where they started.
VARIATIONS
Round the back Formation as above.

Number 1 runs across the area and around the back of number 2 and number 4
then tags number 2 who runs across and around the back of number 3 and tags.
Run and Copy Formation as above.
1 runs across and stops in front of 2 and begins doing an activity on the spot
either of own choice or specified by teacher. 2 copies the activity, eg. double
hops and together they do 10 -15 repetitions. 1 stays there and 2 runs across to 3
and performs an on the spot activity which 3 copies.
Repeat until everyone is back in their starting positions.
DURING THE ACTIVITY
Children in groups of three or four lined up one behind the other all facing
the boundary line.
1, the Fireman, takes 2s hand, runs with them to the boundary line, leaves 2
there and runs back to 3.
1 now takes 3 over to the other side, then 4 all team members are now
opposite where they started.
2 now takes each person in turn back to the other side.
Repeat this sequence until all members have had a turn at being fireman.
LOOK FOR
matching speed in pairs.

VARIATION
Increase the running distance.

Use a short rope instead of grasping hands.
running
RUNNING EFFICIENTLY
RUNNING EFFICIENTLY
ACTIVITY 21 CITY GATES
ACTIVITY 22 CHASE THE TAIL
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Any suitable surface.
Marker cones to show front and back boundaries.
No equipment.
DURING THE ACTIVITY
DURING THE ACTIVITY
Children in teams of four to six spaced around area. Top couple in each team
make an arch (city gate). On signal the others in the teams have to run through
their own gate and through the other teams gates. The first team back (lined
up) to its starting point is the winner.
LOOK FOR
light quiet running.

arm action.
keeping in order in teams.
VARIATION
When the runners arrive back, the first two in each team make a new gate, the
others continue on round the circuit with the ones who made the original gate
joining on the back. Continue until all have made a gate.
Teams of four to six lined up in single file all facing the same way, a marker
cone or line a distance in front of and behind the team.
4 starts and runs forwards, around the front marker, back alongside the team,
around the back marker and back around the circuit again.
As 4 passes 1 for the second time the whole team follows in order around the
front cone, down and around the back cone and back to their places.
3 is now the back person and becomes the new runner.
Repeat until everyone has had a turn.
LOOK FOR
safety around markers.

VARIATION
Change the activity to skipping, galloping etc.
running
DODGING, SWERVING, EVADING
ACTIVITY 23 DODGEMS
ACTIVITY 24 BALL TAG
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Marked 5 metre squares.
Grass or hard area.
Large balls, quoits, frisbees.
Marked areas 10m x 10m.

One ball between four.
DURING THE ACTIVITY
Groups of four or five in marked squares each with ball/quoit/frisbee.

Hold a large ball, quoit or frisbee in front, like a steering wheel and run around
without touching others.
Keep moving for one minute.
DURING THE ACTIVITY
Groups of four in each square. One member has a ball. That person runs to tag others.
Once tagged the ball changes hands to the new tagger.
LOOK FOR
quick light movements.

continuous running.
LOOK FOR
VARIATION
all-round vision.
quick changes of direction.
balance.
Use court markings as roads, passing

according to the road rules.
VARIATION
Call for changes of direction with sideways, backward steps.
running
ACTIVITY 25 REVERSING DIRECTION
ACTIVITY 26 STREAMER RUNNING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Suitable surface.
Streamers.
Cones.
Cones.
DURING THE ACTIVITY
In a marked area.
Each person holding a streamer they weave in and out each other and keep the
streamer floating.
LOOK FOR
light quiet steps.

head up looking.
balance.
DURING THE ACTIVITY
Square or circuit marked with cones.

Players run round in given direction.
On signal they reverse direction.
Continue for one minute.
LOOK FOR
rapid turns.
safety when turning.
VARIATIONS
When children meet someone they quickly pivot and run in another
direction.
In small groups follow the leader.
LOOK FOR
placing foot firmly on ground and pivoting on the ball of the foot.
using arms to keep balance.
looking for space after the pivot.
VARIATION
Space children round a larger circuit.

When they get back to their starting place they can stop.
running
ACTIVITY 27 CIRCLE DODGE BALL
ACTIVITY 28 HERE, THERE, WHERE
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Marked circle/s.
Large balls, not too hard.
DURING THE ACTIVITY
Players spread out in a defined area.

Teacher has a choice of three calls. Here children line up in front of teacher.
There teacher points in any direction and children start jogging in that
direction. Where children jog or bounce lightly on the spot.
The calls are given rapidly in any order and children see how quickly they can
respond.
LOOK FOR
quick reactions.
balance.
light bounces.
DURING THE ACTIVITY
In groups of six or seven, one player in the centre of a marked circle, the others
round the outside. The player in the middle tries to keep away from the ball.
Players on the outside of the circle try to hit the centre player below the knees.
They can pass anywhere to catch the centre player unaware. Each person has a
turn in the centre.
VARIATIONS
Here-There-Everywhere same calls for Here and There as above. On call

Everywhere the children run wherever they like in the area.
Children line up in front of teacher on the There line. Other lines are named
Here and Where. On call Here or Where children run to that line and
bounce on the spot. Add a fun element by teacher calling one line but pointing
to another line. Children must run to the line called.
LOOK FOR
fast passes to keep the player in the middle swerving and turning.
VARIATION
Have several players in the centre. When a person is hit, that player and the
thrower change places.
10
running
ACTIVITY 29 THREE PERSON TAG
ACTIVITY 30 ZIG ZAG RUNNING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Suitable surface with marked lines.
Markers (six per group).
Defined area.
Open area.
DURING THE ACTIVITY
Groups of three numbered 1, 2 and 3 standing side by side on a line within a

defined area. When a number is called that player runs away. After a count of
three the other two chase and tag. Walk back and rest. Each player has a turn.
LOOK FOR
eyes open for safety.

working as a team.
children appropriately matched.
VARIATION
Two of the three run away and the other is the tagger. When one is caught they
both try to tag the last person.
DURING THE ACTIVITY
Small groups of three or four children.

Markers set out 2 or 3 metres apart.
One at a time, students zig-zag between a series of markers.
LOOK FOR
balanced running.
start slowly then speed up.
VARIATIONS
Alter the number and placement of the cones.

Ask students to run the zig-zag circuit in different ways and experience how
different running styles affect balance.
Follow the leader.
Teams run their own cones then move on to the next set of cones in a clockwise
direction.
11
running
ACTIVITY 31 FOX
ACTIVITY 32 BUMP
AND
GEESE
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Hall, hard surface, grass.
Suitable surface.
DURING THE ACTIVITY
Children in groups of four or five. One person is the fox, the others are the
geese and stand in a line holding onto the waist of the person in front.
The fox tries to tag the last person in the line. The geese move around to avoid
the fox and keep their last person safe. If the line is broken the one who lets go
takes the place of the fox. If the last player is tagged by the fox they take the
foxs place.
LOOK FOR
working as a team.
VARIATIONS
As a class two or three children are foxes and the remainder of the class are in
linked lines of four or five geese. Foxes may move about the area trying to tag
the last child in any line.
DURING THE ACTIVITY
One runner and one tagger. The others link arms in pairs spaced out in a
defined area and stand still. The tagger tries to catch the runner. To escape, the
runner can link on to any pair to make a three. The person on the other side is
then bumped off and becomes the new runner. If the runner is tagged by the
chaser, these two change roles.
LOOK FOR
frequent bumps.
balance.
VARIATIONS
Two runners and two taggers.

The pairs stand one in front of the other and the runner jumps in front to
escape. The back person then becomes the runner.
12
running
QUICK STARTING
ACTIVITY 33 RADISHES
QUICK STARTING
AND
RAISINS
ACTIVITY 34 WHATS THE TIME MR/S WOLF
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Cones if no lines are marked.
Hall, grass, hard surface with line markings.

DURING THE ACTIVITY
DURING THE ACTIVITY
Children in two teams lined up on each side of a mid-line. One team called
Radishes, the other called Raisins.
When teacher calls Radishes the children in that team run to the safety of their
own end line, while the Raisins chase them.
If tagged they join the other teams line. Both teams return to the central line.
When teacher calls Raisins, the Raisins team run to their safety line chased by
Radishes. The game ends when one group has caught all the other team.
Teacher can roll the R at the beginning of each word call to hold the teams for
a few seconds in anticipation.
Children along a starting line, leader as

Mr/s Wolf out in front .
Leader begins walking forward with the class following behind. Class asks in
unison Whats the time Mr/s Wolf? Leader can respond Its running time (or
other movements) and teacher begins running with children following. When
Leader answers Dinner time, all children turn and run back to the starting line.
Leader attempts to tag as many children as possible. Leader can respond with a
movement or activity reply several times before giving the Dinner time
response.
LOOK FOR
safety when turning to run.

not touching anyone else.
LOOK FOR
explosive starts.
head up for safety.
VARIATION
Select other group names beginning with the same letter or sound.
13
running
QUICK STARTING
QUICK STARTING
ACTIVITY 35 STANDING START
ACTIVITY 36 SITTING START
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Safe flat surface.
Flat dry surface.

Defined area.
DURING THE ACTIVITY
Children in pairs. One sitting 2-5 metres in front of the other facing a finishing
line 10-15 metres away. On a signal they both jump up and run to the line with
the back runner trying to catch the front runner. Change over and repeat several
times.
LOOK FOR
DURING THE ACTIVITY
Children spaced along a line, one foot forward, slightly bent knees, weight over
front foot, both arms bent with opposite arm to front foot forward.
When all are ready Go or a clap. All take off and run for about 5 metres
LOOK FOR
trying each foot forward to find the preferred one.

quick drive forward of back leg.
vigorous arm movements.
short quick steps.

gradual straightening.
relaxation.
matching the pairs.
VARIATIONS
Vary the signal for children to respond to, eg. clap, two blocks.
Lie full length on face/back.
Vary the distances.
VARIATION
Introduce On your marks- stand with one toe on the line and other back. Set
take up the position above. Go.
14
running
SUSTAINED RUNNING
SUSTAINED RUNNING
ACTIVITY 37 LINE RUNS
ACTIVITY 38 ROB THE NEST
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
An area with ground markings such as a netball court, a hall with court lines or a
rugby/soccer field. Use cones or marker pegs if no lines are available.
Balls, hoops
DURING THE ACTIVITY
DURING THE ACTIVITY
Spread the class out along the starting line.

Run to the first marked line and back to the starting base line then to the second
line and back.
Continue until all lines have been run to. When runners reach the end line they
continue running the lines but from the other end.
The course will be finished when they are back to their starting line.
Balls in hoop (nest) in centre

Teams of three or four stand by other hoops and are numbered.
Teacher calls a number and those participants with that number collect eggs
from the centre and place them in their nest, in a given time, eg. 30-45 seconds.
When the centre is empty, they may take the eggs from any other nest. No
interference from other players is allowed, one point being deducted for
interference. Only one egg may be carried at a time. The number of eggs in the
nest at the end of the time is the score.
LOOK FOR
steady running.
fair play.
LOOK FOR
steady pace.
safety when turning.
VARIATION
Change the activity, eg. run on the way to the line, skip on the way back.
VARIATIONS
To involve greater numbers of children decrease the size of the groups, add
more balls.
Call a new number at any time to replace the runners. Anyone with a ball in
their hand may take it back to their nest.
15
running
SUSTAINED RUNNING
SUSTAINED RUNNING
ACTIVITY 39 OBSTACLE COURSE
ACTIVITY 40 DESTINATIONS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Playground equipment, trees, sand pit and a variety of sports equipment.
Map (for classroom).
Open playground.
Long course or a circuit around the school or school block measured to the nearest
100 metres.
DURING THE ACTIVITY
Set up an obstacle course using available equipment. Students run the course in
a variety of ways (clockwise, anticlockwise, in pairs or groups or in a set time).
Include different surfaces (grass, hard, sand, wood chips, uphill, downhill).
Depending on ability shorten or lengthen the course.
DURING THE ACTIVITY
safety factors.
steady pace.
Children in pairs or individually if preferred.

Children individually or as a class decide on a town or city or place, a
challenging but realistic distance from school and able to be achieved within
three weeks or interest may be lost. This place should be located on a map and
the distance noted. Children run laps of the course at their own pace and record
the distance completed. Once a week each individuals accumulated distance is
calculated and this is plotted on an enlarged map or smaller individual maps.
VARIATION
LOOK FOR
Children set up the course.
comfortable steady running.

pacing to suit the time available.
LOOK FOR
VARIATIONS
For a class activity the total distance for each class could be added together and
recorded.
16
running
SUSTAINED RUNNING
ACTIVITY 41 COLOUR
SUSTAINED RUNNING
OR
NUMBER RUN
ACTIVITY 42 LEADER OF
THE
PACK
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
A marked course.
School grounds or an area where children can move safely outside the school grounds
especially across country, eg. a farm, reserve or park.
Green, yellow and blue cards.

DURING THE ACTIVITY
Children set off on a short course. The first one third of children home are given
a blue card, second third home a green card, the final third home a yellow card.
Next day the third (yellow) group goes first, then the second (green) group and
lastly the first ( blue) group.
Children can run/walk if they wish.
The aim is to have all children arrive home at a similar time.
DURING THE ACTIVITY
Teams of four to six children run/walk as a pack.

A pack leader is chosen to:
LOOK FOR
choice of a suitable pace for the distance and ability.

relaxed running.
Packs can be organised in the following ways:
VARIATION
Alter the distance for each ability group.
set the pace so the slowest can keep up.

keep the pack together.
show the way.
support and encourage others to keep going.
mixed ability groups.

ability groups.
children select their own groups.
Each pack sets out together and stays together.
All groups should aim to keep moving non-stop for 10-15 minutes walking or
running.
Packs can try to improve on their time each day.
Make up a pack singing chant.
LOOK FOR
safety factors, group interaction, judging pace.

enjoyment and opportunities for leadership and co-operation.
children chatting and observing their surroundings.
17
running
CHANGING PACE
CHANGING PACE
ACTIVITY 43 VARYING RUNNING TEMPO
ACTIVITY 44 INTERVALS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or hard area.
Eight cones or marking pegs.
A drum or two blocks for rhythm.
A running track or a lengthways course such as a rugby field or netball court. If using
an oval course, divide it into four equal sections with cones. If using a rectangular
field place a cone or marker at each corner.
Marker cones.
DURING THE ACTIVITY
Children move to a beat inside a set area.

Begin with walking pace and increase tempo to jogging and then running.
Keep between 10-20 seconds for each pace.
Reverse the order.
LOOK FOR
relaxation.
avoiding others.
VARIATIONS
Teacher/child beats ten. Rest of group find out how far they can walk in this
time. Repeat but with jogging/running.
DURING THE ACTIVITY
Explain that intervals involve moving a short distance at a fast pace, followed
by a short distance slower, during which time they can get their breath back,
ready to speed up again. Begin with the slow section then when they reach the
cone they speed up. Repeat the cycle for as long as desired.
LOOK FOR
fast running not sprinting.

relaxation.
gradual extension of comfort zone.
VARIATIONS
Combine two other movements,

eg. skipping/walking/gallop/zigzag run.
Use the walk, jog, run sequence.
18
running
CHANGING PACE
RUNNING IN SHALLOW WATER
ACTIVITY 45 SPEED ZONES
NOTE: When water is deeper than knee depth, the traditional

running action should be interspersed with a hop action.
BEFORE THE ACTIVITY
ACTIVITY 46 FIZZ BOATS
Grass or hard area.

Long course or boundary line to move to and back from.
BEFORE THE ACTIVITY
Water up to waist depth.

DURING THE ACTIVITY
Ensure children are able to regain feet if they lose balance.
Pairs or groups of three or four.

Children select their own groups for this activity, slower children then have the
chance to work together.
One person in each group is the pace setter, the remainder of the group run
along at the same pace. Pace setter changes the pace by calling traffic speed
zones eg. road works, town, open road, race track, compulsory stop. Change
the pace setter after one circuit of the long course or one lap to the boundary
and back or according to teacher direction.
LOOK FOR
the groups keeping together.

quick response to calls.
DURING THE ACTIVITY
VARIATION
Leaders change the pace but may also vary the type of activity, eg. skipping,
zigzag running.
Children in pairs one on each side of the pool or at a suitable distance. On

signal children change places.
In lines of three or four spaced along the pool take turns to zig-zag up and back.
Throw a ball, run to it and push it back with the body.
LOOK FOR
alternate arm pulls.

upper body balance.
VARIATIONS
Vary the running action by bouncing or flicking the heels up behind.
19
K I W IS P O R T
Fundamental Skills
JUMPING
jumping
JUMPING
This section contains those which are pertinent to jumping. They are grouped for:
Exploring jumping.
Jumping for distance.
Jumping for height.
Jumping to rhythms and patterns.
Springing.
Skipping.
Skipping with ropes.
Jumping in water.
jumping
EXPLORING JUMPING
EXPLORING JUMPING
ACTIVITY 47 CAN YOU JUMP?
ACTIVITY 48 BIG A LITTLE A
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Smooth surface.
Any suitable space.
Footwear recommended.
DURING THE ACTIVITY
Children spread out in a defined area. Children respond to teachers

questions
Can You jump ........? or Who can jump..........?
in different ways.
on the spot turning/forwards/backwards/sideways.
as above but with a rebound.
side to side of a line/over a space.
forwards and backwards over a line or space.
in and out of a hoop or rope shapes.
with a ball or folded rope between the feet.
as above jumping forwards, backwards or sideways.
from one foot to the other.
uphill, downhill.
to a rhythm clap, drum or music, a rhyme.
LOOK FOR
jump lightly.
jump quietly.
bend knees slightly on landing.
spring from ankles and toes.
jump tall.
DURING THE ACTIVITY
Class stands along a line with one or more cats out in front with backs
turned.
Children chant Big A, little A while stretching tall then crouching
Bouncing B jumping on the spot Cats in the cupboard and cant see
me as they creep up to the cats. On me the cats turn and chase the
others back to the line, trying to catch as many as they can.
LOOK FOR
fun.
jump lightly.
jump quietly.
VARIATION
Big A big jumps.

Little A small jumps.
VARIATIONS
Small groups with children asking the questions.
jumping
EXPLORING JUMPING
EXPLORING JUMPING
ACTIVITY 49 JUMPING JENNY (JIMMY)
ACTIVITY 50 JUMP JIM CROW
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Any suitable space.
Learn the song or have a tape.

Any suitable space.
DURING THE ACTIVITY
In a circle a chosen child starts jumping any way they like saying This is
the way Jenny (Jimmy) jumps. The remainder then copy both the words
and the jump.
During this, the first jumper nominates the next jumper who repeats the
words and jumps in a different way.
Make the action continuous.
LOOK FOR
a variety of jumps.
springing from ankles and toes.
VARIATION
Instead of Jenny or Jimmy, they name and imitate any known

sportsperson or an animal.
DURING THE ACTIVITY
Double circle facing partners

Jump, jump and jump Jim Crow
Two high slow jumps, followed by three quick jumps
Take a little twirl and away we go.
Join two hands with partner and run around on spot.
Slide, slide and stamp just so.
All take two side steps to the right to meet a new partner.
Stamp three times.
Then we take another partner and we jump, Jim Crow.
Join both hands with new partner, run around on the spot ending in own
place. Jump three times.
LOOK FOR
co-ordinating movements with the song.

small controlled movements.
VARIATIONS
If changing partners is too difficult keep both hands joined, slide two
steps clockwise then the outside circle moves on one or change the last
verse to then we stop with our partner and we jump Jim Crow.
jumping
EXPLORING JUMPING
ACTIVITY 51 EXPLORING JUMPING
JUMPING FOR DISTANCE

FOR
DISTANCE
ACTIVITY 52 SHARK!
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Flat surface.
Hoops.
Footwear recommended.
Grass or hard area.

Bands or bibs.
DURING THE ACTIVITY
In a defined area.
Without touching others Can you jump......?
one foot to the other foot.
one foot to the same foot.
one foot to two feet.
two feet to one foot.
two feet to two feet.
LOOK FOR
land lightly land quietly.

legs give slightly.
jump high jump long.
VARIATIONS
Follow the leader in small groups.

Use skipping ropes/hoops on the ground to jump over.
Jump forwards, sideways, backwards.
Individually or in small groups make up a sequence using two or more
different jumps.
How far can you jump with three consecutive jumps either the same or
different jumps.
DURING THE ACTIVITY
Hoops scattered round defined area.

One or more children wearing bands/bibs are sharks.
Children move freely on signal, shark they jump into a hoop (island) to
be safe.
Which shark can catch the most before they get to a hoop?
Choose new sharks.
LOOK FOR
jump high to jump long.

land quietly.
VARIATIONS
Restrict the number on an island.

Designate the type of jump.
Increase the number of sharks.
Move to music and stop this for the shark alert.
jumping
ACTIVITY 53 JUMPING SQUARE
ACTIVITY 54 HOPSCOTCH
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Square or squares on suitable surface.
Chalk, tokens such as stones or sticks.

Hopscotch grids.
DURING THE ACTIVITY
DURING THE ACTIVITY
Children stand evenly spaced on the four sides of a square.

Two opposite sides numbered 1, and the other sides 2. A child calls 1 or 2
and all children on these two lines jump across to the opposite line without
touching anyone. When the child calls 3, all sides jump to the opposite side
without touching.
Small groups or pairs.

Start outside square one and throw a token into it. Stand on one leg, bend
down and pick up the token.
Throw it into the second square.
Hop into the first square, pick up the token, then hop back to the start.
Throw into the third square and continue. The child has to hop in the
single squares and jump with a foot in each of the double squares. As the
throw gets further away the child performs a sequenced movement
pattern of hopping and jumping to retrieve the token. When a mistake is
made by not landing the token in the correct square or not hopping or
jumping correctly in the squares, the next player has a turn.
LOOK FOR
LOOK FOR
balance.
look ahead.
balance.
cushioned landings.
VARIATIONS
VARIATION
Make a large dice with 1, 2 and 3 on opposite sides. Throw this and call the
numbers.
Hop with hands behind your back, on top of head, on hips, in various
other positions.
In pairs one starts from each end.
jumping
ACTIVITY 55 HOP TO IT
ACTIVITY 56 JUMP YOUR OWN HEIGHT
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Flat surface.
Chalk or small markers.
Suitable landmarks about 5-10 metres apart.
DURING THE ACTIVITY
DURING THE ACTIVITY
Children at a starting point. They hop to called landmarks jungle gym,

goal post, steps, sandpit etc.
Change the call at any time.
LOOK FOR
hop lightly.
use arms to assist lift.
hop tall.
keeping distances short.
Measure your height on the ground using a marker. See if you can jump
in different ways and reach your height.
Which is the easiest way to do this?
LOOK FOR
short run up.

land lightly land quietly.
balance.
VARIATION
Take your best jump and find out

whose height it is.
VARIATIONS
Use different jumps.

Run to the called mark and hop around it.
jumping
JUMPING FOR HEIGHT
ACTIVITY 57 EXPLORING JUMPS
JUMPING FOR HEIGHT

FOR
HEIGHT
ACTIVITY 58 HOOP JUMP
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Flat smooth surface.
One hoop per pair.

Well-grassed area or indoor space.
DURING THE ACTIVITY
Children spread out in a defined area.

Explore jumping for height by giving them the following ideas.
Slow or fast jumps/leaps for height:
one foot take-off, land on two.
two feet take-off, land on two.
run, on signal jump high and land on two feet.
jump over lines, ropes, spaces, low
obstacles.
DURING THE ACTIVITY
Pairs spread out with a hoop.

One child places the hoop on the ground and the partner jumps into the
hoop and then out. The hoop is raised slightly for each successive jump
until the partner touches the hoop or thinks they cannot jump over it.
Change over.
Hold hoops with a wide grip, using both hands.
LOOK FOR
LOOK FOR
extension of hips, knees, ankles.
flat foot take-offs.
using arms to assist jump.

head high.
keeping hoop steady.
land lightly, softly.
VARIATIONS
legs give.
cushioning sensation of ankles, knees, hips.
Try different jumps. Jump backwards, sideways,off one foot. Land on one
foot/two feet.
Hold the hoop overhead.
The jumper tries to jump up and touch the hoop.
Place hoops in a line or a formation (square, weaving line, triangle etc)
close together, at different heights.
VARIATIONS
Eyes open/closed. Jumps as above.

Make up your own jump sentence.
jumping
JUMPING FOR HEIGHT
JUMPING FOR HEIGHT
ACTIVITY 59 JUMPING OVER LOW OBSTACLES/

ROPES
ACTIVITY 60 JUMPING ON
AND
OFF BENCHES
BEFORE THE ACTIVITY

BEFORE THE ACTIVITY
Benches or other stable low platforms.
Crash pad or padded platform.

Cones, ropes.
DURING THE ACTIVITY
Walk two steps, hop onto high platform.

Walk two steps, jump one foot to two feet onto pad.
DURING THE ACTIVITY
Benches in circuit.
Children in waves of three or four.
Leap up and onto bench, two feet take-off and two feet landing.
Leap onto bench, one foot take-off.
Leap off bench, two feet landing.
Use scissor action over a low cane or rope at mid-calf level.
Jump scissor action over several low canes or ropes in a row.
Increase heights gradually.
For hesitant children, hold hands as they attempt to jump.
LOOK FOR
upright trunk.
land tall.
practise from both sides.
leg closest to obstacle swings up and forward first.
keep head upright.
LOOK FOR
secure, stable benches.

give on landing.
both feet land together.
swing arms upward on jump.
VARIATIONS
Follow the leader in small groups. Leader nominates jump.

Turn some benches lengthwise.
Allow those with the ability to jump right over the bench.
jumping
JUMPING FOR HEIGHT
ACTIVITY 61 HIGH TIDE

BEFORE THE ACTIVITY
Ropes.
Grass or hard area.
ACTIVITY 62 JUMPING CIRCUIT

BEFORE THE ACTIVITY
Markers, chairs, broom handles, softball bases, benches, crash mats, hoops or
drawn circles, low stage or platform.
A level well-grassed space, indoor space.
DURING THE ACTIVITY
Using the above equipment ideas or those of your own, set up jumping
stations. The children jump for height over, onto or across the pieces of
equipment. Work in pairs and spend approximately two three minutes
at each station.
Vary take-offs and landings from one foot to other, one foot to same, one
foot to both, twist in mid-air. If obstacles are long enough, more than one
child can clear the same obstacle at the same time.
DURING THE ACTIVITY
LOOK FOR
Ropes held by several pairs in a circle, remainder move around circle in

pairs jumping ropes. On the call The sea is flowing,ropes are moved
gently from side to side.
The sea is low, ropes are low.
The sea is high, ropes are higher.
The sea is rough, ropes are held to stop the next pair who take over the
rope.
height in jumping.
soft landings.
clear space for landing.
LOOK FOR
VARIATIONS
Follow the leader around.

Jump to touch objects held overhead by partner.
Children move freely making their own circuit.
balanced approach and landing.

height in jumping.
soft landings.
JUMPING FOR HEIGHT
10
jumping
JUMPING TO RHYTHMS AND IN PATTERNS
SPRINGING
ACTIVITY 63 EXPLORING JUMPING IN PATTERNS AND

RHYTHMS
ACTIVITY 64 FEEL THE SPRING

BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Firm, even surface grass, floor etc. preferably not concrete.
Flat surface.
Drum or other rhythm instrument.
Music.
DURING THE ACTIVITY
In free formation children jump a given pattern, eg. jump forwards,

sideways, backwards.
In pairs combine the pattern.
Repeat the pattern to a beaten rhythm.
Make up own pattern using jumps,
forwards, sideways, backwards.
Move into pairs and combine patterns.
In groups of three make up a jumping pattern to own rhythm.
Using the same pattern change the type of jump/s.
Jump a floor pattern geometric shapes, letters, numbers, names etc.
Compose a jumping sequence to music with a suitable beat.
LOOK FOR
land quietly and lightly.

VARIATIONS
Change the speed, the type of jump, the patterns (rhythmical and floor),
the rhythm instruments.
DURING THE ACTIVITY
Children spread out.

As a group, children spring upwards on the spot three to five times
without stopping, counting the springs out loud.
LOOK FOR
spring from ankles and feet with

only slight knee flexion.
counting on the upward part of movement, not the landing.
body tight.
VARIATIONS
Spring on a line. On signal run to a new line and spring.

Try to spring in unison with a partner on signal find another partner.
11
jumping
SPRINGING
SPRINGING
ACTIVITY 65 SPRING WITH LOCOMOTION
ACTIVITY 66 SPRING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Firm, even surface.
Firm, even mats or grass.
FROM
HANDS
AND
FEET
Children in lines or grid position.

DURING THE ACTIVITY
DURING THE ACTIVITY
Who Can ...?
spring forward across the floor.

spring forward two, back one.
spring in a square forward/side/back/side.
run forward four steps, spring forward/spring back.
spring on one foot only.
make up other movement patterns using different directions, two feet,
one foot, half and full turns.
form a chain (congo line) to spring in unison.
make up a springing dance in groups of three.
In kneeling or press-up position spring off hands two three times.

Spring off wall, padded bench or box top. Keep back and arms straight.
In lines or spread out, spring from hands and feet.
rabbits (pattern hands from feet).
crickets (pattern: hands and feet
simultaneously).
run on hands, spring from feet.
run on feet, spring from hands.
gallop on hands and feet.
gallop on hands, spring from feet
(reverse).
LOOK FOR
LOOK FOR
springing from the ankles and feet.

tight body throughout.
only slight knee flexion.
landing on balls of feet.
tight body throughout.

hands flat, turned inward slightly.
slowly first until co-ordination is learned.
everyone moving in same direction to avoid collisions.
12
jumping
SPRINGING
SPRINGING
ACTIVITY 67 SPRING CIRCUIT
ACTIVITY 68 RHYTHMIC SPRINGING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Stable obstacles of varied heights eg. beatboards, low boxes, benches, foam
squares, elastic, flexicord, hoops.
Boxes about mid thigh height and/or beams and/or stage.

Music brisk skipping speed 4:4 rhythm.
DURING THE ACTIVITY
Make a circuit of several different

obstacles.
Children spring up, down, over, around, in and out of the obstacles
across the floor.
DURING THE ACTIVITY
Children run four beats, then place hands on box top or beam (etc). and
spring off feet for four beats
legs straight
legs side to side with each beat
Vary the circuit.

Reverse direction.
With a partner (to assist if necessary).
Spring from hands and feet through circuit.
LOOK FOR
fast action ,through feet.

feeling and keeping to the beat.
VARIATION
LOOK FOR
alternating rest and short work intervals.

explosive action rather than jump and land.
Skipping, on signal skip to a piece of equipment and spring four beats as

above, then skip freely again.
13
jumping
SKIPPING
ACTIVITY 69 EXPLORING SKIPPING

BEFORE THE ACTIVITY
Rhythm instrument.
Skipping music.
Suitable surface.
DURING THE ACTIVITY
In defined area children respond to

teachers questions
Can you skip ....? or
Who can skip ....?
forwards.
in straight/curved/zig zag lines.
in geometric shapes.
along lines.
quickly/slowly/varying speed.
up high/down low.
backwards/sideways.
to the beaten rhythm.
lightly/heavily.
in (three) different ways.
following/beside a partner.
to the music.
happily/angrily/sadly.
tightly/loosely.
with big arm movements.
your own little dance alone/with a partner.
LOOK FOR
fun, creativity, innovation.

childrens own suggestions.
14
jumping
SKIPPING
SKIPPING
ACTIVITY 70 FROST AND THAW
ACTIVITY 71 COUPLE TAG
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Two different coloured bibs or bands.

DURING THE ACTIVITY
Spread out in a defined area.

One or more players are Frost and wear a bib of one colour.
The same number are Thaw with a bib of the other colour.
Frost tries to tag the other players who must freeze on the spot. Thaw
can tag these players to free them to rejoin the game.
All movement is skipping.
LOOK FOR
light long skips.

using arms to help.
VARIATIONS
Allow anyone to thaw those frozen.

When a player is frozen they stand with feet apart and are freed by a free
player crawling between their legs. (Stuck in
the mud).
Note For some this is culturally
unacceptable.
DURING THE ACTIVITY
In a defined area three couples with inside hands joined are the taggers.
Everyone skips.Taggers keep hands joined and chase the free players. If
tagged, the free player replaces the one who tagged. Continue for several
minutes.
LOOK FOR
partners working together.

VARIATION
Vary the number of taggers depending on size of class.
15
jumping
SKIPPING
SKIPPING
ACTIVITY 72 BLOB TAG
ACTIVITY 73 POISON CIRCLE
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Rhythm instrument.
Grass, hard or indoor area.
DURING THE ACTIVITY
Spread out within a marked circle.

Children skip and pretend everyone else in the circle is poison. If another
person touches you, you are poison too and must skip with one hand
behind your back. If touched a second time the other hand is put behind
your back.
Begin by skipping slowly, then at progressively faster speeds.
DURING THE ACTIVITY
LOOK FOR
One pair join hands and are the taggers.

Everyone skips.
Keeping hands joined taggers try to tag free players with their free hands.
When a free player is tagged they join the pair which becomes a
threesome or a Blob of Three.
The three continue to chase and when a fourth person is tagged they
break into two Blobs of Two and both Blobs continue to chase and tag.The
game is completed when everyone is in a Blob.
light, quiet skips.

rhythm.
VARIATIONS
Change the circle size to make the game easier or more difficult.
Skip to music.
LOOK FOR
control and safety.

working in unison.
VARIATION
Keep the Blob of Four until a fifth person is tagged then have the Blob
break down to a three and a two.
16
jumping
SKIPPING WITH ROPES
ACTIVITY 74 LEARNING TO SKIP WITH A ROPE

BEFORE THE ACTIVITY
Running steps with knees up, heels up or hopping on alternate feet use
any suitable activities under the basic jump.
Skipping with a partner one rope activities as above, turning the rope
forwards or backwards.
Smooth surface.
Rope for each person.
DURING THE ACTIVITY
Spaced in a defined area.

Children work through the progressions at their own rate.
Holding a rope in half, circle it overhead like a helicopter left and right
hands.
Circle the rope on either side standing still/running.
Circle and move it from overhead, to front, to side standing still and
moving.
Skipping, jumping feet together.
As above moving forward.
Skipping, running step on the spot.
As above moving.
Skipping facing a partner.
Skipping beside a partner.
Skipping one in front of the other.
Skipping, one following the other.
Skipping in small groups.
Using the basic jump on the spot for a set number of jumps or for a
given time.
Jump back and forwards over a stationary or gently swung rope.
On the spot varying the speed.
Skip turning the rope backwards, varying as above.
Move forward, backward or sideways varying as above.
Make up a sequence and keep repeating it.
LOOK FOR
relaxed rope swing.

jumping tall.
jump quietly and lightly.
time for individuals to work at their own speed.
ropes of correct length stand on the rope and hold arms straight out and
at waist level. Adjust rope and grip at this length.
VARIATION
Use music for timing and motivation.
17
jumping
SKIPPING WITH ROPES
SKIPPING WITH ROPES
ACTIVITY 75 ROPE SKIPPING ON THE MOVE
ACTIVITY 76 LONG ROPE SKIPPING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
One rope per child cones or markers to show the boundary.
Long ropes.
Extensive hard surface, eg. netball court size, short grass.
Suitable surface.
DURING THE ACTIVITY
DURING THE ACTIVITY
Children in lines of about six lined up across the width of the area being
used, all facing the direction of travel.
First line skips to the end of the area. Each line follows as children get to
the end they jog back around the sides of the area and line up again.
If the area is very large the children may be able to freely move rather
than in the lines described above.
Running step one a running leg action with one turn of the rope for
every step. Left over rope turn-right over rope-turn etc.
Running step two running leg action but both feet step for each turn.
The run is like a leap. Left, right over rope turn left, right over rope
turn etc or right, left over rope turn etc.
In groups of three or four, two holding the rope:

Jump from side to side of a low stationary rope.
Rock the Rope:
Swing the rope from side to side.
Jump over the rope with feet together then jump back flick rope over
and jump with two feet or left, right.
LOOK FOR
spacing for safety.

rhythm.
light, quiet skips.
VARIATIONS
skip lifting knees high in front.

skip kicking legs behind.
follow the leader.
In a turning rope can you:

jump (two feet).
run.
hop.
call in a friend, step, turn and run out.
One at a time run in, perform one skip and run out as the rope is turned.
Increase the number of skips.
18
jumping
Alphabet Word Game:

Using a long rope child jumps in and begin jumping, everyone begins
saying the alphabet, after each letter, the jumper names a word beginning
with that letter, eg.
A
(jump)
Apple (jump)
B
(jump)
Banana (jump)
Bean Bag Jump:
Child jumps in with a bean bag, drops and picks up the bag without
missing a beat. Try a large ball.
Calling In:
Child runs in and jumps once. Next child runs in, they both jump
together then the first child exits as the third runs in etc.
Chase the Fox:
The leader runs in and performs an action and the rest follow, eg.
touching ground.
bending.
turning.
Red Hot Pepper:
Each child jumps ten pepper (fast).
SKIPPING WITH ROPES
ACTIVITY 77 JUMPING IN WATER

BEFORE THE ACTIVITY
In pairs, threes and fours, jump across shallow pool.

LOOK FOR
land both feet together.

keep together in line.
Jump individually around geometric shapes, circles, large squares.
Jump both forwards and backward with feet together.
LOOK FOR
arm and hand movements for balance.

Hop on one foot in stationary position, then move in free space.
Hop in formations, pairs or groups.
LOOK FOR:
LOOK FOR
keeping on toes.
rhythmical rope turning.
VARIATIONS:
Vary the turning speed.

Increase the number of activities in the middle.
Change rope turners without stopping.
Add music.
body lean forward, rowing action with arms.

hopping tall.
introduce evasion by changing direction to change places with partner.
Jump along a pool lane marker landing alternately on the left and right of the
line.
LOOK FOR
a double foot take off and double foot landing.
19
K I W IS P O R T
Fundamental Skills
BODY MANAGEMENT ACTIVITIES

ROTATION SWINGING
rotation
ROTATION
This section contains those which are pertinent to rotation. They are grouped for:
Exploring rotation
Turning and rotating around the long axis
Forward and backward rotation.
Exploring sideways rotation.
Rotation with equipment.
programmes. Decisions will need to be made on when and how the activities are
used and what modifications are needed to match age and ability.
childrens learning and play at any time lunch time, after school, sports training,
holiday programmes and at home.
rotation
EXPLORING ROTATION
ACTIVITY 109 ROTATING THE BODY AND BODY PARTS
VARIATIONS
BEFORE THE ACTIVITY
Add music.
Can you? or Who can? turn/spin/rotate like a merry go round/
top/rolling log/drill/clothes line etc.
Grass or floor, music.

DURING THE ACTIVITY
Children spaced freely in a defined area are guided through exploration by

asking:
Who can? or Can you? rotate/turn/circle.
one arm/other arm/both arms.
wrists/ankles, leg.
whole body/upper body.
Explore space
in front/behind/at the side.
up high/down low.
forwards/backwards/sideways/changing direction.
on the spot/moving.
Explore speed
fast/slow.
increasing/decreasing.
Explore energy
strongly/weakly/gently.
smoothly/jerkily.
tightly/relaxed.
Explore body shapes and positions
tall/small/bunched.
wide/thin.
standing/sitting/kneeling/lying.
LOOK FOR
care in rotating joints NO hinge type, eg. knee.

having fun.
EXPLORING ROTATION
ACTIVITY 110 FALLING LEAVES

BEFORE THE ACTIVITY
Wooden floor, grass.

DURING THE ACTIVITY
In free formation in a defined area.

Turn like a leaf blowing:
in a gentle wind which changes direction.
on a windy day.
in a cyclone.
in a gusty wind.
in a whirlwind.
LOOK FOR
changing energy output.

rotation around different axes.
rotation
TURNING AND ROTATING AROUND THE LONG AXIS
ACTIVITY 111 CAN YOU BE
ACTIVITY 112 MUSICAL TURNS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass, floor or hard area.
Hoops, music.
DURING THE ACTIVITY
DURING THE ACTIVITY
In free formation children are given the problem Can you be like . . . ?
and turn a quarter/half/three quarter/full turn/several turns, eg.
a screwdriver turning a screw.
a revolving clothesline.
a revolving door.
a washing machine.
a merry-go-round.
a post-hole borer.
a helicopter rotor.
One or two less hoops than the number of children are scattered in a
defined area.
Children run freely around the hoops. When the music stops the children
jump into the hoops and do a 90 o, 180o, 270o turn according to what is
called out, then proceed to run around the hoops. Only one person is
allowed in each hoop at one time. Each time a hoop is removed. Those
who cannot get into a hoop move to the outside of the area. They
continue to run and turn as called but stay outside the area.
LOOK FOR
turning tall.
change of focal point. Look to side 90 o, 180o, 270o.
LOOK FOR
change of focal point.

balance.
VARIATIONS
Turn in either or both directions.

Child turns, others guess then copy.
rotation
ACTIVITY 113 ROTATING ON VARIOUS BODY PARTS
ACTIVITY 114 INS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Wooden or vinyl floor.
Grass, floor.
AND
OUTS
DURING THE ACTIVITY
Freely spaced.
Rotate/spin around on:
your bottom (hands/no hands).
your stomach.
your back.
tall like a flag pole.
What effect does extending/moving your legs out have?
What happens when you tuck/hold your body in close?
Reduce friction/surface area to enhance speed of rotation.
LOOK FOR
change of focus.
balance.
DURING THE ACTIVITY
In free formation in a defined area teacher calls:

Out: Stand and turn with your hands out like a clothes line.
In Bring your hands in and spin like a ballet dancer. The teacher
may call, in in out in. Those who make a mistake move to the
side of the area but continue the activity.
LOOK FOR
increase the circumference to slow down, reduce the circumference to

speed up.
focus on a stationary point or object to help balance.
rotation
ACTIVITY 115 CLOTHESLINE
ACTIVITY 116 BUMPER CARS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY

DURING THE ACTIVITY
Children in pairs standing side by side. Join hands together

in front. Move freely around the marked area. To prevent
bumping into another pair the couples pivot turn and run in
another direction when they meet.
LOOK FOR
quick pivot turn on the balls of the feet, 1/4 1/2 turn only.
DURING THE ACTIVITY
Partners facing with two handed wrist grip.

Turn like a revolving clothesline:
on a mild/quiet day.
on a windy day.
on a gusty day.
with a heavy load of washing.
LOOK FOR
firm wrist grip, body tension.

VARIATION
Change the direction of spinning.
rotation
ACTIVITY 117 LOG ROLLS
ACTIVITY 118 CONVEYOR BELT
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Wooden floor, grass.
Grass or tumbling mats.
DURING THE ACTIVITY
Spaced freely.
Individually or with a partner roll with long stiff bodies:
one way then the other.
uphill/downhill.
slowly/quickly.
under a rope or beam.
along a line.
LOOK FOR
maintaining a long body position.
Four or five children lie side by side and shoulder to shoulder to

form the conveyor belt. One person lies on their back across the
conveyor belt. On signal all children in the conveyor belt rotate in
the same direction, moving the top child along the conveyor belt.
LOOK FOR
conveyor belt staying close together.

VARIATION
Add more children to the conveyor belt and as the child being
conveyed passes they quickly get up and add themselves to the
front of the belt.
VARIATION
In small groups make up a rolling pattern.
How far can they travel and keep the child on the belt.
rotation
FORWARD AND BACKWARD ROTATION
ACTIVITY 119 ROCKING FORWARDS AND BACKWARDS
ACTIVITY 120 ROLLING FORWARDS DOWN A SLOPE
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Grass or padded surface.
DURING THE ACTIVITY
Beat board, mats, crash pads,

high box, a slope.
Freely spaced with room to move.

From sitting, rock :
forward and back.
shoulders to feet to shoulders.
from back to one foot.
to stand.
What shapes can you make as you rock forward and back?
LOOK FOR
slightly curved back to protect spine.
DURING THE ACTIVITY
Freely spaced on a slope

or at the top of a ramp with room to move.
Hands flat, fingers spread and forwards. Weight is initially supported on
arms. From a straddle stand bend knees, look between legs, lower forwards,
straighten legs and roll.
Roll to sit.
Roll to squat.
Roll to one knee stand.
Roll to straddle stand.
Roll to feet together stand.
Repeat starting from feet together.
Hands flat shoulder width apart.
Fingers spread pointing forwards.
Knees tightly together and slightly bent.
Head in neutral position.
LOOK FOR
extended body rather than tuck.

land quietly.
slow controlled movement.
back of head and shoulders contact with the mat.
VARIATIONS
On level surface.
Rolling onto crash pads.
Forward roll on box top.
rotation
EXPLORING SIDEWAYS ROTATION
ACTIVITY 121 ROLLING BACKWARD DOWN A SLOPE
ACTIVITY 122 ROCKING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Slope, beat board, crash pads, mats, wedged mat.
FROM
SIDE TO SIDE
Cylinders less than length of childrens legs in diameter or rolled mat.

DURING THE ACTIVITY
From sitting on top of slope, roll backwards with hands cupping the back
Learn to fall sideways.
of the head. Roll backwards to:

kneeling.
both feet to stand.
one knee.
straddle to stand.
Progressions:
Start from squat.
Start from standing.
Start from a straddle.
Roll back to lunge position.
Make a sequence of straddle and feet together.
Place hands back on the mat beside the ears instead of cupping the head.
LOOK FOR
slow controlled action.

a folding and unfolding action.
VARIATIONS
Roll on a flat surface.

Along a box top.
Onto a crash pad.
DURING THE ACTIVITY
Freely spaced, standing feet astride, arms sideways rock from side to side.
Sitting feet together and cross legged, hold feet and tilt from side to side
then rock.
Extend to rock from one side to the other coming up into sitting position.
Sit astride a cylinder or rolled mat rock from side to side. How long can
you stay on?
LOOK FOR
controlled movement.
carrying head in neutral position.
rotation
ROTATION WITH EQUIPMENT
ACTIVITY 123 EXPLORING ROTATION WITH EQUIPMENT

BEFORE THE ACTIVITY
Poi/ribbon balls/tennis ball in a stocking, hoops, music.
With one piece of equipment explore movement in two different

directions and at two different heights.
Make big circles in the air, small circles, figure eights.
Be a helicopter, sidewinder, katherine wheel, vary the plane of rotation.
Individually or in small groups make up a short sequence of movements.
LOOK FOR
wrist action for small, fast movements.

arm action for large, slower movements.
loose grip to allow easy rotation.
a swivel hook can assist rotation and prevent tangling.
VARIATIONS
DURING THE ACTIVITY
Free spacing with a chosen piece of equipment.

Explore rotation of equipment:
Exploration and experimentation can be teacher suggested, peer led,
individual.
Vary tempos.
Vary positioning of body, eg. lying down, sitting, kneeling, standing.
Use one piece of equipment left and right hands.
Use two pieces of equipment and both hands simultaneously if possible.
Add music, locomotion.
Give directional instructions in Maori.

Teki mua in front.
Ki muri behind.
Ki raro below.
Ki runga above.
Make up a short sequence or pattern and teach it to someone else.
Learn poi dances.
10
swinging
SWINGING
The aim of KiwiSport Fundamental Skills is to develop basic sports
skills through simple, enjoyable play activities.
This section contains those which are pertinent to swinging.
They are generally arranged in order from the simplest to the
most complex.
The activities have been selected with schools specifically in mind
but an input of professional skill and judgement is needed to
ensure lively and relevant programmes. Decisions will need to be
made on when and how the activities are used and what
The activities also fill a need outside class programmes. They are
useful for childrens learning and play at any time lunch time,
after school, sports training, holiday programmes and at home.
Parents and others who play with children in informal situations
should find the ideas particularly helpful.
11
swinging
SWINGING BODY PARTS
ACTIVITY 124 EXPLORING SWINGING BODY PARTS

BEFORE THE ACTIVITY
Grass or floor.
Suitable music.
Join one hand with a partner and see how many ways you
can swing them.
How else can you swing in pairs?
Try Wash the dishes.
Who can make up a swinging sequence?
DURING THE ACTIVITY
Spread out in defined area.

Explore swinging.
What parts of your body can you swing?
Can you swing ...?
side to side.
backwards and forwards.
in circles and figures of eight.
Who can swing ...?
high/medium/low.
Can you swing ...?
fast/slow/increasing in speed/decreasing.
Who can make different shapes or patterns with their swing?
Show me an animal that swings.
What can you swing when kneeling, lying, sitting?
Show me how you can swing to this music.
LOOK FOR
relaxed swings.
rhythmical movements.
12
swinging
SWINGING ON EQUIPMENT
ACTIVITY 125 EXPLORING SWINGING ON EQUIPMENT
Long swing from horizontal bar.

Keep bars at chest height. It is better to bend knees than take chances.
BEFORE THE ACTIVITY
Bars/ropes/playground equipment, desks.
Swing to land and stand still.
Safety mats.
Arm, shoulder and hand warm up.
Safety procedures established.
DURING THE ACTIVITY
Small groups at each piece of equipment.

Safety mats beneath equipment.
Swing between two desks.
on forearms first, then from hands.
Long swing from one or two ropes.

Run and swing to land.
Swing to cross an obstacle or reach a set boundary cross a river.

If you have a maypole use it to explore running and swinging.
Vary body shape (ie, tuck long).
LOOK FOR
toe, ball, heel, bent knee landings.

soft surfaces below equipment.
sufficient strength to take the body weight.
spotting where needed.
constant hand grasp in all inverted positions no letting go or regrasping
while inverted.
13
TEACHERS CODE OF BEHAVIOUR

The following is a suggested code of behaviour for those teachers
who support the aims of the KiwiSport programme.
Encourage children to develop basic skills in a variety of
sports and discourage overspecialisation in one sport or in
one playing position.
Create opportunities to teach appropriate sports behaviour
as well as basic skills.
Ensure that both skill improvement and appropriate sports
behaviour are rewarded by positive statements and reflected
in extrinsic rewards if appropriate.
Ensure that skill learning and free play activities have
priority over highly structured competitions for young
children in primary school.
Prepare children for class, house and school competitions by
first providing instruction in the basic sports skills.
Make children aware of the physical fitness values of sports
and their life-long recreational value.
Make a personal commitment to keep yourself informed of
sound coaching principles and the principles of physical
growth and development.
Help children understand the fundamental differences
between the games they play and professional sport.
Help children understand the responsibilities and
implications of their freedom to choose between fair and
unfair play.
14
K I W IS P O R T
Fundamental Skills

LANDING PUSHING & PULLING
landing
LANDING
This section contains those which are pertinent to landing. They are grouped for:
Landing on various body parts
Landing in water
programmes. Decisions will need to be made on when and how the activities are
used and what modifications are needed to match age and ability.
childrens learning and play at any time lunch time, after school, sports training,
holiday programmes and at home.
landing
LANDING ON VARIOUS BODY PARTS
ACTIVITY 95 LANDING ON THE FEET
ACTIVITY 96 LANDING ON HANDS FALLING FORWARD
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Variety of landing surfaces, eg, grass, sand, tar seal, wooden floor, mats, carpet.
Variety of landing surfaces.
DURING THE ACTIVITY
DURING THE ACTIVITY
Children freely spaced, progress from standing to walking to running.

Jump to stand still.
What shapes can you make in the air? (geometric, animal, creative). How
quietly can you land?
Close your eyes. Can you still land and stand still?
Move round a circuit and jump from different objects. Jump into nonslipping targets (hoops, carpet squares etc.)
Sharks & Islands Children move continuously among an assortment of
equipment, climb onto it and jump off to land and stand still played as tag
or musical islands (co-operative islands).
Change direction of jump to land. Jump forward, back, sideways.
Over lines on floor or elastic or flexi cord.
Jog, run, skip, gallop, hop etc. and on signal jump to land and stand still.
The same to a given count, eg. eight runs-jump-land.
Using the above make up a movement pattern to music or a rhythm.
Maori haka activities.
Children freely spaced.

From kneeling put fingertips on the ground then by pressing down
squeeze the water out of an imaginary sponge.
From crouch fall forward can you stop before your stomach touches?
Try it :
onto varied landing surfaces.
over elastic or flexi cord.
From standing fall forward like:
a tree.
dominoes (group).
a wave at the beach etc.
With locomotion Timber Tag. In a defined area several its tag others,
who must fall forward while calling Timber. The tagged player becomes
the new it.
LOOK FOR
safe landing techniques.

toe/ball/heel sequence.
knees bend slightly after heels touch.
back straight.
head neutral position.
LOOK FOR
fingers, palms, heels, then elbows bend.

fingers slightly inward, hands flat.
back straight.
landing
ACTIVITY 97 LANDING ON HANDS FALLING BACKWARDS
ACTIVITY 98 LANDING ON HANDS FALLING SIDEWAYS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
DURING THE ACTIVITY
DURING THE ACTIVITY

Rocking backward from sitting, arms take weight.
From crouch, stand, fall backwards and land.
Jump backward over a line or out of a hoop crouch, fall backward, land.
Jump backward off low equipment, crouch, fall backward, land.

From kneeling, fall sideways to rock onto arm, side, shoulder.
LOOK FOR
padded or soft surface to start with.

assisting those with fear of falling backwards.
Try both directions.

Fall down a slope roll sideways.
Moving fall and roll sideways stand and keep going.
Shake hands in front support pull partner off balance.
fingers face same way as toes.

hands break the fall, then bottom, back and shoulders touch.
legs high to avoid hitting nose.
LOOK FOR
arm stays straight.

hand faces inward toward body.
surface even and soft.
landing
ACTIVITY 99 FALLING FORWARDS

AT
SPEED
Activity 100 FALLING BACKWARDS
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Slope or ramps.
Firm mats, large balls, slopes or ramps.
AT
SPEED
Firm mats or other suitable surface.

DURING THE ACTIVITY
DURING THE ACTIVITY
Forward shoulder roll.
Backward shoulder roll.

Fall back and shoulder roll down slope.
Rock the boat mat on about eight balls, four children swivel mat, two (or
three) other children sit on mat fall off (or out of) boat and backward
shoulder roll.
Roll forward down a slope look sideways.

Roll from one side of a line, diagonally forward to other side.
Diagonally over elastic.
Chess board rolling.
Children can kneel or crouch as well.
LOOK FOR
Roll from one square (or circle) diagonally forward to the next.
LOOK FOR
body extended and low.

hand flat, turned inward.
lower arm upper arm shoulder back feet.
slowly first, then increase speed.
turn head and look to one side, bring knees to that side close to ears.
look at knees as they come over.
arms out like outriggers.
slowly first, then increase speed.
landing surfaces safe and even.
landing
ACTIVITY 101 BITING THE DUST

BEFORE THE ACTIVITY
Benches, box tops, mats, hoops, ropes, chalk.

DURING THE ACTIVITY
Equipment and targets scattered over defined area.

Children move randomly to a pattern, eg. eight runs, fall forward and freeze
or eight skips, jump to stand still, fall backwards etc.
Use the equipment targets to fall on/off/over or to land on.
Add music Queen Another One Bites The Dust.
LOOK FOR
Safety procedures.
landing surfaces.
awareness of others.
correct techniques.
landing
LANDING IN WATER
ACTIVITY 102 BEFORE THE ACTIVITY
From a crouch position, enter shallow water

facing the poolside.
Begin facing parallel to poolside and make a 90 o
turn.
In the aquatic environment, landings are termed entries and children should become
competent with a range depending on water conditions. Some entries should be
restricted to known shallow water, while others are suited to known deep water.
Where water depth is unknown, shallow water entries only should be used.
All landings should be with both feet together absorbing contact with toes and
the balls of the feet.
DURING THE ACTIVITY
Use a standing step in entry from the

poolside.
Spaced along the side of the pool.

From a sitting position, enter shallow water facing the poolside.
Water should be of shoulder depth or

deeper and the body compact.
Use a fall in entry
Place hands beside the body and make a 180 o turn.

From a sitting position, enter shallow water facing away from the poolside.
Assume a tuck position hands on top of the head with forearms protecting
the face.
LOOK FOR
Use the hands placed beside the body for support.
landing on the feet.

contacting with toes and balls of feet.
slapping with the arms.
the usual water safety procedures.
pushing and pulling
PUSHING AND PULLING

skills through simple enjoyable play activities.
This section contains those which are pertinent to pushing and
pulling. They are generally arranged from the simplest to the
most complex.
pushing and pulling
PUSHING AND PULLING
ACTIVITY 103 EXPLORING PUSHING
AND
PULLING
BEFORE THE ACTIVITY
LOOK FOR
Grass, floor, hard surface,
large balls.
DURING THE ACTIVITY
strong foot position.

leaning into push.
initiating the push with the legs.
safe rope knotting and placement round the body.
Freely spaced children.

A heavy door needs closing:
How many ways can you push/pull it ..........?
with one hand/foot.
with one hand and one foot.
with your back.
with your shoulders.
with your bottom.
facing the door.
sideways.
facing away from the door.
any other way.
The ceiling is slowly coming down.
Who can push it back with:
one hand/foot.
two hands/feet.
back.
shoulder.
any other way.
In pairs one of you is a broken down car .
How many ways can you push/pull them off the road?
In pairs with a large ball or other object. How many ways can you push the
ball to each other:
facing
side on
high up/low/medium
back to back
with the feet
In pairs with a rope. How many ways can your use the rope to pull each
other?
pushing and pulling
PUSHING AND PULLING
PUSHING AND PULLING
ACTIVITY 104 PUSHING WITH THE ARMS AND HANDS
ACTIVITY 105 PUSHING
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Benches, large balls.
Grass, floor, hard area.
DURING THE ACTIVITY
DURING THE ACTIVITY
Leaning against wall/tree/beam, push to stand erect.

In front support on stable table/stage edge/bar push to stand.
With a large ball or other hand equipment push it in various directions,
forward/ backward/ sideways, either hand or both hands.
Vary size/shape/weight of the balls.
Vary body position kneel/lie down/crouch/stand.
Bunny hops squat upright between each hop.
Knee Push Up
From standing still bend knees, then jump to balance in high stance/
upwards/forwards/sideways/backwards.
From standing still in various positions, run five or six steps, uphill, through
sand or water, vary height/stride length/dynamics (run low, long, high,
slowly, lightly etc).
Move like animals.
Snakes lie on backs on slippery surface and push along with the feet.
Bunny hops (hands and feet).
Elephant in the mud.
Kangaroos.
Push to change direction while moving.
Run, jump and turn (in the air).
Zigzag run slalom course/obstacle course.
Run forward backward forward.
Free running. When you meet someone push off the left (right) foot to
pass them.
WITH THE
LEGS
AND
FEET
LOOK FOR
From kneeling, place hands on floor with straight body.

Lower to floor and push back to kneeling.
initiating the push with the thighs, then down through the ankles to the toes.
strong foot position.
LOOK FOR
stable foot position.

push from shoulder down to finger tips.
hands shoulder width apart, elbows in.
10
pushing and pulling
PUSHING AND PULLING
ACTIVITY 106 CO-OPERATIVE PUSHING
AND
PULLING
BEFORE THE ACTIVITY
Floor, grass, ropes, cardboard, hoops.

DURING THE ACTIVITY
Tow Truck place a piece of cardboard or a hoop on the floor. In pairs one
stands on this holding the end of a rope. The other takes the other end and
tries to slowly pull them off it.
Water Ski child stands on a sack/old sweatshirt/plastic.
Two others pull the child sitting/kneeling/standing. Using a rope. Straight
line pulls only.
Sawing Logs partners face, one foot forward. Hand grasp with elbows
high. As one arm is pulled back, the other is extended well forward.
Following a number of movements (5-10) feet are changed.
Chainsaws
As for sawing logs but instead of forwards and backwards, hand

movements are circular.
Back to Back Get Up evenly matched pairs stand back to back and link
elbows. They push back against each other then lower to half squat and
stand up again.
See Saws
Children in pairs.
Even sizes.
Free spacing.
Children face each other and hold
hands. One child stands while the
other crouches down.
The standing child helps pull their
partner up and at the same
time,crouches down. Lean back
slightly.
Pedal Power
Children in pairs.
Free spacing.
Children sit facing each other or sit,
leaning on their elbows for support.
Each partner places the soles of their feet against their partners knees
remain partly bent throughout.
Push against the partners feet alternating legs with partners one
bent, one straightening.
Try different ways of pushing.
Push hard and fast for 20 counts then slowly for 20 counts.
Double pushes in each position ie. two counts before changing leg position.
Try combinations eg. double push, double push, single, single, single, single.
11
pushing and pulling
PUSHING AND PULLING
ACTIVITY 107 PUSHING AND PULLING CHALLENGES IN PAIRS

BEFORE THE ACTIVITY
Suitable surface.
Teach wrist grasp.
Hopping Push
Partners face, hands on shoulders, one
foot raised. Push opponent back over
line while hopping. Signal change of
feet frequently.
DURING THE ACTIVITY
Evenly matched pairs.

One/two handed Tug of War.
Partners face each other across a line and take one/two handed wrist grasp.
Each attempts to pull the other across the line. Try two hoops instead of the
line.
Two Handed Push.
Partners face each other across a line and place their palms against their
partners palms. They both try to push their partner backwards so that they
can walk across the line.
Hopping Tug Of War
Partners face, grasp wrists,
and raise one knee
forward. Hopping and
pulling continue until
target is reached or one
contestant is forced to
lower the leg.
Turn The Turtle One child lying face

down with arms and legs spread, the partner tries to flip them onto their
back.
Hand Wrestle (Danish Wrestling)
Partners face and take one handed
wrist grip with right /left hand,
opposite foot forward. By pushing,
pulling and feinting they try to
make their partner move their front
foot. The other foot may be moved
to counter. A point is scored when
the partner moves their front foot.
Chinese Boxing
Each hold opponents right (left) wrist.
The object is to touch opponents
shoulder.
12
pushing and pulling
Foot Tug
Hooking foot to foot, opponents
try to pull each other across a
line.
Hoop Wrestle
Two hoops are placed so that
they touch. Each contestant
stands in a hoop and places
hands on opponents shoulders. They wrestle until one is forced outside the
hoop. Skipping ropes, chalk circles,or parallel lines could be used.
Ball Tug
Partners face and both grip a large ball
then try to pull each other across a line.
Indian Wrestle
Partners lie face down, facing each
other they grip their right/left hands
with elbows on the ground and
forearms upright. They try to make the
back of their partners hand touch the
ground.
Chest Wrestling
Wrestlers start on their knees, with their arms out sideways and chests in
contact. Each partner tries to push the other outside a pre-determined area.
Obstinate Mule
One on all fours, other
standing facing. Fingers linked
round back of partners head,
try to slowly pull partner
forward
.
LOOK FOR
evenly matched pairs.

strong, steady pushes and pulls.
strong grips.
friendly competition.
fair play and good sporting behaviour.
Sitting Wrestle
Sitting back to back, legs astride, arms linked,
try to force partners left/right shoulder to the floor.
13
pushing and pulling
PUSHING AND PULLING
ACTIVITY 108 PUSHES
AND
PULLS
IN
SMALL GROUPS
Zig Zag Tug of War
BEFORE THE ACTIVITY
Suitable surface.
Teach grips.
DURING THE ACTIVITY
Hot Spot
Two lines of three or four facing with each person taking a wrist grip with
two people facing. Each line attempts to pull the other line to a mark.
VARIATION
Lines face away from each other and link elbows.

Rowing in fours
Groups of five or six take wrist grip in a circle round a hot spot (a hoop or a
similar ground marking). The aim is to pull the circle and make someone
stand on the hot spot.
VARIATION
Tie a long rope into a circle and the players pull the rope.
Socko
Place four or five gym mats together. Self chosen groups of six or seven
children wearing socks. Try and remove the socks of other participants and
keep possession of their own socks.
Set clear rules on the degree of roughness allowed. Allow anyone to
withdraw or call stop at any time. No kicking.
Knees slightly bent, one pair of opposites lean in, others lean back.
Change positions rhythmically.
LOOK FOR
safety.
fair competition.
14
K I W IS P O R T
Fundamental Skills

BALANCE CLIMBING
balance
BALANCE
This section contains those which are pertinent to balance. They are grouped for:
Static individual balance.

Static pair and small group balance.
Dynamic balance.
Inverted balance.
Supports and hangs.
Balancing in water
They are in skill groupings and generally arranged from the simplest to the most
complex.
balance
STATIC INDIVIDUAL BALANCE
ACTIVITY 78 EXPLORING INDIVIDUAL BALANCES

BEFORE THE ACTIVITY
Benches.
Even giving surfaces.
DURING THE ACTIVITY
Children spread out in defined area.

Who can balance while standing and make different body shapes...?
up high/down low/medium level.
wide/narrow.
symmetrical/asymmetrical.
How many ways can you balance on your ...?
back.
side.
front.
sitting.
shoulders.
knees.
Now try eyes closed.
Can you balance on a combination of body parts ...?
one hand, one foot.
one elbow, one foot, one knee.
two knees, one elbow. etc.
How many of the balances we have tried can you do ...?

on a line.
on a bench.
on a boxtop.
on a crash pad.
while holding a large ball or other piece of small equipment.
while circling/throwing and catching a hoop, rubber ball,large
ball.
Show me animals or birds that balance.
LOOK FOR
initial support for confidence.

understanding of the broader the base, the lower the centre of gravity,
the greater the stability.
spacing for safety.
balance
ACTIVITY 79 FREEZE
ACTIVITY 80 CONNECT IT
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Hall, grass, hard surface, classroom.
DURING THE ACTIVITY
Children in a group behind a leader.

Leader walks or jogs and the group follow a short distance behind.
When the leader turns around all children freeze on the spot.
Any children who move or who are slow to stop collect a thaw point.
Repeat several times leader can change the type of movement to
skipping, galloping etc.
Change the leader after several turns.
Who can avoid collecting any thaw points.
LOOK FOR
quick reaction.
using space.
stable balances.
DURING THE ACTIVITY
Free spacing in a defined area.

Children walk freely about the area.
On whistle or teachers signal they stop and listen, teacher calls out two
body parts which each child has to join together, eg.
elbow to knee.
hand to foot.
foot to foot.
Repeat several times using different body parts.
LOOK FOR
focus on an object or spot for stability.

VARIATION
VARIATION
Have children in smaller groups with their own leader.

Change the type of movement after each stop.
Teacher nominates some kind of statue position which the children
assume, eg. ballerina, tall shape, stretched elastic, on one leg.
On whistle, pairs connect the body parts called by the teacher, eg.
two feet would be one foot from each person.
balance
ACTIVITY 81 PUZZLE BALANCES

BEFORE THE ACTIVITY
DURING THE ACTIVITY
Using symbols such as below prepare a set of small cards.

Put two or more on each card ensuring that a balance is possible.
In a defined area with mats for balances that need them.

Children take a card and see how many balances they can do which solve
the puzzle.
Symbols
LOOK FOR
avoiding activities which put pressure on the neck.

VARIATIONS
Work in pairs.
Children work in groups and verbally give a puzzle for the others.
Examples of cards
balance
STATIC PAIR AND SMALL GROUP BALANCE
ACTIVITY 82 EXPLORING CO-OPERATIVE BALANCES

BEFORE THE ACTIVITY
Benches, box tops, mats, balls.

DURING THE ACTIVITY
Freely spaced in pairs explore balances.

How many ways can you balance with your partner?
Can you balance with only

two feet on the ground.
two hands and one foot.
one foot and two knees.
one back and one foot etc.
Who can balance one way and smoothly change to another?

Can you be ...?
an apple tree.
a yacht.
a letter of the alphabet spell a word, numbers etc.
In threes or fives build a stabile/pyramid.
In pairs how can you balance ...?
on a line.
on a bench/box top.
on a crash pad.
What ways can you balance and pass a ball?
LOOK FOR
Safety:
suitable surface.
sufficient arm strength for body support.
pairs matched for height and weight.
weight and support not on lower back or neck.
slow control when engaging and disengaging.
an understanding of the principles of stability, ie. a broad base, a low
centre of gravity, an understanding of counter balancing.
balance
ACTIVITY 83 DEAD BUGS
ACTIVITY 84 STRETCHER CARRY
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Giving surface, eg. mats/grass.
Grass or mats.
Teach landings.
DURING THE ACTIVITY
Matched pairs, one kneels on all fours and the partner lies on their
back on top. The kneeling person then moves round.
LOOK FOR
weight not on lower back.

DURING THE ACTIVITY
In threes, two kneel on all fours facing the same way and a short distance
apart. The stretcher lies across these two and they then move in unison.
LOOK FOR
body tension by the stretcher.

care when moving.
balance
ACTIVITY 85 THREE LEGS
ACTIVITY 86 SEATED/KNEELING VOLLEY BALL

BEFORE THE ACTIVITY
Marked court with low net (padder tennis) or rope.

Balloon covered in cloth or a very light plastic ball.
DURING THE ACTIVITY
DURING THE ACTIVITY
Children in pairs, standing side by side.

One partner lifts the inside leg.
One partner runs the other hops.
Other partner has a turn.
Repeat but change legs.
LOOK FOR
co-ordinating hopping with running.

adjusting speed to suit the hopper.
VARIATION
A team of six to eight at each end of the court, spaced out kneeling/
sitting.
The court size should be adjusted to suit the number in the team. The
distance between players is that finger tips can touch when they reach
towards each other.
The balloon is hit from player to player until it can be hit over the net. A
point is gained when the balloon hits the floor in the opponents court or
the opponents hit out of court.
Allow any number of hits strike the balloon with any part of the body
feet, head.
For beginners allow the balloon to be caught before it is hit.
LOOK FOR
stable base.
VARIATIONS
Put a small weight in the balloon to change its flight.

Limit the number of hits before the ball must be hit over the net.
Introduce a second balloon.
Five legs. Children in threes (as in diagram), outside partners join hands
under centre childs lifted leg. Centre child holds shoulders of outside
children swap positions until all have had a turn in the middle.
balance
DYNAMIC BALANCE
DYNAMIC BALANCE
ACTIVITY 87 EXPLORING DYNAMIC BALANCE
ACTIVITY 88 BALANCE OBSTACLE COURSE
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Inside or outside, a variety of equipment, playground apparatus.
A variety of equipment suitable for balance set out in a circuit ropes,

blocks, benches, beams, playground equipment etc.
Teach landings.
DURING THE ACTIVITY
Spread the equipment out and ask the children Who can .....? or allow
them to experiment.
Walk along lines, ropes, a line of blocks or around a hoop.

Walk along low bench, broad side/rail.
Walk up and down an inclined bench or rail.
Walk along a beam.
Balance on an unstable base eg. rocker board/swinging rail/
skateboard
LOOK FOR
head up, point of focus.

using arms.
safety procedures on equipment.
VARIATIONS
DURING THE ACTIVITY
Children spaced round the circuit move round individually.

They perform a nominated balance or decide themselves how to
balance on the equipment.
LOOK FOR
low centre of gravity, wide base for stability.

head up, focusing.
Safety Check for
no crowding or touching others.
padded landing below higher equipment.
VARIATIONS
In small groups follow the leader.

A task card by each piece of equipment.
Increase height.
Change direction.
Vary locomotor movement.
Add a turn.
Make a sequence.
Work with a partner.
Add a ball, hoop, ribbon ball and hold, throw, bounce and catch,
move in patterns.
balance
DYNAMIC BALANCE
INVERTED BALANCE
ACTIVITY 89 HOPPO
ACTIVITY 90 EXPLORING INVERTED BALANCE
BEFORE THE ACTIVITY
BEFORE THE ACTIVITY
Hall, grass, firm surface.
Wall, box, desks, chairs, safety mats.

DURING THE ACTIVITY
Teach the balances then set up a circuit for the children to move round.
Stress safety procedures.
Tripod Balance.
LOOK FOR
DURING THE ACTIVITY
Children in pairs standing on one leg facing each other, arms folded
across chest.
Partners try to put each other off balance by hopping and bumping.
Change legs frequently.
LOOK FOR
lighthearted activity, no rough play.

friendly competition.
matched pairs.
VARIATION
Both partners stand in a marked area such as one square of a four square
grid each tries to bump and manoeuvre the other over the boundary.
padded surface (mats).

walk one knee, then the other onto elbows.
weight on crown of head, not forehead on mat.
head/hands triangle.
Handstands.
Walk up a wall backwards.
Against a wall.
From a desk/box.
With support from partner.
LOOK FOR
straight arms.
middle finger points slightly inwards.
minimal arch in back.
tight body.
10
balance
SUPPORTS AND HANGS
ACTIVITY 91 EXPLORING SUPPORTS
AND
HANGS
BEFORE THE ACTIVITY
Benches, beams, rails, bars, chairs, desks and mats.

DURING THE ACTIVITY
Teach the activities, then set up a circuit for the children to move round,
either individually or in small groups. Teach or revise landings first.
Underarm (between desks).
Front support.
Vertical (upright) hang.

Back Support.
LOOK FOR
Stride.
hand position fingers face forward like toes.

upper body strength adequate to hold weight of body.
stable equipment
safety mats or suitable soft landing.
practise on floor first, then on equipment.
11
balance
BALANCING IN WATER
Lean forward with whole body, toes touching pool bottom.

Use sculling actions to keep chin on water level.
The aquatic environment provides numerous opportunities for

developing skills associated with balance. Water has a resistance
factor against which limbs can be moved to maintain a balanced
position, or alternatively to create changed positions.
Learners who are able to create or maintain balance on the back,
side and front will be able to use this skill in synchronised swimming
and aquafitness programmes to good effect.
In pairs, lean forward with single arm support on partner s shoulder.

Use the free arms to scull and maintain balance.
Make sure they know how to regain their feet before starting the
activities.
BALANCING IN WATER
Lean backwards, heels touching pool bottom.

Use an S pull to secure upper body balance.
ACTIVITY 92 EXPLORING BALANCE IN WATER

Balance on one leg using sculling movements with the hands. Rest
hands on a pile of sand. Turn thumbs down, divide it in two and push
the halves apart. Turn thumbs up and push the halves back together .
Begin with other leg flexed under the body and progress to other leg
extended backwards on water surface.
When gliding, move from front to back lying positions and vice versa.
Progress from a front glide to stationary float, then to back lie in the
opposite/same direction.
When moving to the opposite direction, legs should swing under the
body.
12
climb
CLIMBING
skills through simple, enjoyable play activities.
This section contains those which are pertinent to climbing.
They are generally arranged in order from the simplest to the
most complex.
13
climb
CLIMBING
ACTIVITY 93 EXPLORING THE CLIMBING ACTION

BEFORE THE ACTIVITY
Smooth surface.
DURING THE ACTIVITY
Horizontal Ladder
On all fours move along a drawn ladder or a horizontally placed ladder and
rescue the teddy or doll etc at the end. Fireman Rescue.
Set up a circuit and the children move around as individuals or in small groups.
LOOK FOR
Hoops, ladder, steps, hand and foot cut outs or animal prints.
Mirror Games
In pairs one person does an arm or leg action and the other mirrors this
action. How fast can you move?
Alternate the initiator.
alternate independent foot and leg action.

safe surface for hands.
frequent breaks from walking on the hands.
Climbing Steps
Make steps from equipment or use existing steps with cut out hand/foot
shapes and move over them with hand/foot crawling action.
Hoop Patterns
Set up a trail of hoops and children follow on all fours, placing only one
hand or foot in a hoop at a time.
14
climb
CLIMBING
ACTIVITY 94 CLIMBING
ON
EQUIPMENT
Vertical Ropes
From sitting on the floor pull up hand over hand to standing, then lower
hand over hand to sitting.
BEFORE THE ACTIVITY
Ropes, ladders, bars, poles, climbing net.

Available playground equipment.
DURING THE ACTIVITY
Horizontal ladders.
Move along on all fours.
Move like animals.
Face downwards and upwards.
Jungle gym and similar equipment.
Mark a course on the equipment with numbered tags to follow either in
order or any order.
Inclined equipment.
Make a circuit of ladders, nets, benches,arallel pipes etc.
Try it in reverse order or help an injured partner around.
Vertical ladders/wall bars.
Climb up and down.
Climb up, across/through and down.
Small group relay run, climb up, ring a bell, climb down and run to
tag next person off.
Climb up and jump into targets
(safe heights and landing surfaces).
How far can you go without putting feet on the ground.
Low, horizontal rope.
With rope over a slippery surface, lie on back and pull along with a hand
over hand action.
Climb up a rope with hands and feet and climb down again.
Climb a rope, cross to another and climb down again. Grip second rope
with feet and one hand before changing the second hand.
It may be necessary to knot the ropes to make it easier.
Combination Climbs
Set up an obstacle course using ropes, ladders, bars, nets, beams, boxes,
outdoor equipment etc.
Use this in
different ways.
Let the children use it the way they want to.

Exploratory play.
Creative play monkeys in the jungle, pirates in the rigging, mountaineers.
Look-out in the crows nest giving orders eg, up the rigging ,on deck,
scrub the deck, coil the ropes, up the rigging etc.
15

Kiwisports Fundamentals

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KIWISPORT

THE HILLARY COMMISSION KIWISPORT PROGRAMME

REGIONAL SPORT TRUSTS

The children also should be given an understanding of development stages as it helps

Tires easily, recovers quickly.

Mainly large muscle

Co-ordination and body

Vision developing. May have

Can follow moving objects

Basic motor skills developing

Basic motor skills becoming

Great differences in physical

Moving from working as an

Works compatibly with

Works co-operatively with

Works best under

Starts to take responsibility

Greatly influenced by peers,

Accepts and handles

Strong need to be accepted

Inconsistent attention span.

Ability to stay on task longer

Moving from being adventurous to being cautious

Likes to test themself but

Interests can be short term

Changing interests with

Can stay on task and become

Needs support for creative

LEARNING THROUGH PLAY

All people play it is fundamental to life and contributes to

Adults should facilitate, not dominate skill learning activities

Activities that promote the freedom of play provide:

Play is a natural form of expression and medium for learning.

DEVELOPING SKILLS THROUGH PLAY

Assess their overall level of skill by

Assess the specific skill by giving them

Group them according to their skill

Give them a point to look for.

Gradually add other points.

When they have been successful or the

Re-assess their overall skill by watching

INFLUENCES ON SKILL LEARNING

Every child is different. The differences in background, stage of development, inherited

Children should be given the opportunity to

Teachers and others with responsibility for children can

THE ENVIRONMENT FOR LEARNING

participate in all activities.

These expectations are most likely to occur when the teacher:

is well organised and uses routines effectively.

Positive feelings in the class are an important part of creating an

are enthusiastic and show interest in all children.

Children always receive some type of internal feedback from their

MAXIMISING PARTICIPATION AND ACHIEVEMENT

The session has been planned

There is adequate equipment and

Only brief and explicit

Very little time is spent

The session flows and allows

Each session has a focus

The choice of activities ensures

Practices and games do

Activities challenge but are not